Pre-Service Teachers as Literacy Mediators during Children's Play.

Autor/in	Araujo, Luisa
Titel	Pre-Service Teachers as Literacy Mediators during Children's Play.
Quelle	(1996), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blacks; Cultural Influences; Ethnic Stereotypes; Higher Education; Interpersonal Relationship; Kindergarten; Literacy; Play; Preservice Teacher Education; Primary Education; Teacher Attitudes; Teacher Behavior; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Cultural influence; Kultureinfluss; National stereotype; Nationales Stereotyp; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Spiel; Lehramtsstudiengang; Lehrerausbildung; Primarbereich; Lehrerverhalten; Teacher behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study investigated patterns of social interaction among four preservice teachers and kindergarten children in the context of literacy-enriched play centers. Specifically, the study addressed the following questions: Is there a relationship between preservice teachers' beliefs about children's literacy knowledge and the way in which they provide literacy information; and, to what degree do preservice teachers' interactions contribute to children's literacy learning? Over a period of 3 months, data were collected using ethnographic techniques of interviews, observations, field notes, and audio tapes. Patterns in the data indicated that preservice teachers and kindergarten children literacy conversations were predominantly adult-initiated and adult-controlled. Furthermore, interview data analysis suggested that preservice teachers' sociocultural beliefs influence their interactional style. Namely, those preservice teachers who believe that African-American children have deficient language skills seemed to adopt a cultural deficit model of teaching, while the preservice teachers who believed that the children were capable language users seemed to adopt a culturally responsive model of teaching. (Contains 16 references.) (Author/WJC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC