Abstract
A case study was conducted in order to develop an understanding of beginning classroom reading teachers' perceptions of the influences on their current practices, identify the positive or negative nature of such influences, and describe the implications of their perceptions for teacher preparation programs. The participants were four elementary teachers who, as of the beginning of the study, had each taught less than two years and taught reading as part of their daily routines. Data were gathered with semi-structured interviews and stimulated recall sessions. Through cross-case analysis and application of the constant comparative method, several conclusions were drawn that led to recommendations in the areas of literacy education; teacher preparation; cooperating teachers; student teaching experiences; and teacher induction programs. Audience will participate in a “graffiti wall” activity to foster conversation about the field experiences of preservice educators. Additionally, there will be opportunities for questions, insights, and suggestions for further research.
Location
Room 2904
Recommended Citation
Rieman, Patricia L., "What Really Matters? An Examination of the Influences on the Practices of Beginning Teachers" (2011). SoTL Commons Conference. 14.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2011/14
What Really Matters? An Examination of the Influences on the Practices of Beginning Teachers
Room 2904
A case study was conducted in order to develop an understanding of beginning classroom reading teachers' perceptions of the influences on their current practices, identify the positive or negative nature of such influences, and describe the implications of their perceptions for teacher preparation programs. The participants were four elementary teachers who, as of the beginning of the study, had each taught less than two years and taught reading as part of their daily routines. Data were gathered with semi-structured interviews and stimulated recall sessions. Through cross-case analysis and application of the constant comparative method, several conclusions were drawn that led to recommendations in the areas of literacy education; teacher preparation; cooperating teachers; student teaching experiences; and teacher induction programs. Audience will participate in a “graffiti wall” activity to foster conversation about the field experiences of preservice educators. Additionally, there will be opportunities for questions, insights, and suggestions for further research.
