How Preservice Teachers Use Learner Knowledge for Planning and In-the-Moment Teaching Decisions During Guided ReadingShow full item record
|Title||How Preservice Teachers Use Learner Knowledge for Planning and In-the-Moment Teaching Decisions During Guided Reading|
|Abstract||In this qualitative case study, the authors examined how university preservice teachers enrolled in a reading methods course planned and taught guided reading lessons to Kindergarteners attending a local school. Using knowledge of the learner as their guide for pedagogical decisions, participants reveal what the authors believe is an indication of how developmentally appropriate decision making skills develop among early career teachers. Participants display decisions, both in-the-moment and in planning, that showcase focused efforts to notice and utilize information about their learners to drive instruction. Researchers examined what types of decisions preservice teachers made in addition to what element of the learner each decision pertained to. PSTs drew upon these various facets of the learner to plan and teach their guided reading lessons. Keywords: preservice teachers, decision making, guided reading, learner knowledge, adaptive teaching|
teacher decision making
This item appears in the following Collection(s)
- Honors Projects 
Showing a few items related by title, author, creator and subject.
Reality Check, I Am Not Hilary Swank: How American Teacher-Centric Commercial Films Tried and Failed To Teach Me How to Be a Teacher Gravelle, Elizabeth de Over the last several decades, teachers have been the subjects of countless American commercial films. Infecting popular culture as box office hits, these teacher-centric ...