Using Technology to (Re)Conceptualize Preservice Literacy Teacher Education

Considerations of Design, Pedagogy, and Research

Authored by: Charles K. Kinzer , Dana W. Cammack , Linda D. Labbo , Ruby Sanny , William H. Teale

International Handbook of Literacy and Technology

Print publication date:  April  2006
Online publication date:  January  2013

Print ISBN: 9780805850871
eBook ISBN: 9780203929131
Adobe ISBN: 9781135609580

10.4324/9780203929131.ch14

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Abstract

Teacher education appears to have changed little in half a century or more. Although various instructional models, from traditional classroom instruction to apprenticeship/internship approaches, have gained and lost favor during this time, 1 1

The handbooks of research on teacher education (Sikula, Buttery, & Guyton, 1996) and on teaching (Richardson. 2001) contain several discussions of these and other models.

preservice education programs continue, appropriately, to address three areas: knowledge of subject matter, knowledge of instructional processes and procedures, and implementation of appropriate processes and procedures in the classroom. Yet, for all of the innovations that have been and are being tried, it has generally been the case that teacher education programs are more successful at enhancing future teachers’ knowledge of subject matter and instructional procedures than at developing their instructional decision-making abilities (e.g., see Munby, Russell, & Martin, 2001)—even though the making of moment-to-moment decisions about what to teach, when to teach it, and how to best do so is perhaps what characterizes the most effective classroom teachers.

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