This study examined the pedagogical practice of a teacher educator who taught an elementary reading methods course in an urban teacher residency program. This single case study addressed the lack of a pedagogical structure and professional lexicon within an elementary reading methods course through an exploration of the how one teacher educator used the pedagogies of professional practice to teach emergent reading best practices (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009). In addition, this study applied the pedagogies of professional practice framework to the study of a teacher educator’s pedagogical practice in an elementary reading methods course and explored what the process revealed about this approach as a research tool. The case established a pedagogical structure and lexicon for the reading methods course and determined that the application of the pedagogies of practice to the research process was a viable tool for data analysis. Findings revealed the teacher educator used the pedagogies of professional practice in coordinated ways, drawing on her understanding of reading acquisition and learning theory, to create a pedagogical structure for Emergent Reading. Additionally, the application of the pedagogies of professional practice framework to the research process articulated a structure to study pedagogical practice.
|Advisor:||Tate, Patricia S.|
|Commitee:||Kortecamp, Karen, Swayze, Susan|
|School:||The George Washington University|
|Department:||Curriculum & Instruction|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 81/4(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Reading instruction, Pedagogy|
|Keywords:||Cognitive apprenticeship, Reading methods course, Urban teacher residency|
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