What's the difference and where is the evidence? Investigating student teachers learning about literacy in a school based vs university based experience

White, Simone and Hill, Holly 2008, What's the difference and where is the evidence? Investigating student teachers learning about literacy in a school based vs university based experience, in ATEA 2008 : Teacher Educators at Work : What works and where is the evidence? Proceedings of the 2008 Australian Teacher Education Association. Conference, Australian Teacher Education Association, [Melbourne, Vic], pp. 372-380.

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Title What's the difference and where is the evidence? Investigating student teachers learning about literacy in a school based vs university based experience
Author(s) White, Simone
Hill, Holly
Conference name Australian Teacher Education Association Conference (2008 : Sunshine Coast, Qld.)
Conference location Sunshine Coast, Qld.
Conference dates 8 - 11 July 2008
Title of proceedings ATEA 2008 : Teacher Educators at Work : What works and where is the evidence? Proceedings of the 2008 Australian Teacher Education Association. Conference
Editor(s) Aspland, Tania
Publication date 2008
Conference series Australian Teacher Education Association Conference
Start page 372
End page 380
Publisher Australian Teacher Education Association
Place of publication [Melbourne, Vic]
Keyword(s) teacher education
learning design
literacy
Summary This paper is in response to increasing national and international interest in the role of university teacher education programs in preparing pre-service  teachers in the area of early years literacy. The most effective manner to  facilitate this learning in teacher education is however not known and much debate exists about the merits of university-based versus school-based  approaches. It is within this context that the authors of this paper conducted a study that investigated student teachers learning about literacy through two different approaches both with distinctive design features. The first approach offered student teachers a school based experience, adopting a two hour micro-teaching model in a preparatory classroom; the other, a mainstream university based approach where students attended a tutorial for two hours. These two approaches were then compared for factors that student teachers articulated through a written survey. In analysing the data, two main findings emerged; firstly from the student teachers’ perspective, choice of approach resulted in improved learning and secondly, from the researchers’ perspective that student teachers placed in the school based approach emerged with a deeper understanding of the complexity of literacy teaching in general.
Language eng
Field of Research 139999 Education not elsewhere classified
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2008
Copyright notice ©2008, Australian Teacher Education Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30018118

Document type: Conference Paper
Collection: School of Education
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