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Preservice Teacher Sense-Making As They Learn To Teach Reading As Seen Through Computer-Mediated Discourse, Angela J. Stefanski, Amy Leitze, Veronica M. Fife-Demski
Preservice Teacher Sense-Making As They Learn To Teach Reading As Seen Through Computer-Mediated Discourse, Angela J. Stefanski, Amy Leitze, Veronica M. Fife-Demski
Reading Horizons: A Journal of Literacy and Language Arts
Abstract
This collective case study used methods of discourse analysis to consider what computer-mediated collaboration might reveal about preservice teachers’ sense-making in a field-based practicum as they learn to teach reading to children identified as struggling readers. Researchers agree that field-based experiences coupled with time for reflection benefit preservice teachers as they learn to teach reading. However, research is not as clear about which features of practicum experiences lead to preservice teacher learning, which may contribute to preservice teacher misconceptions, and how learning about reading instruction might be rendered more visible to researchers. Grounded in sociocultural perspectives, analysis focused on …