•  
  •  
 

Abstract

The purpose of this study is to examine how Jacob (pseudonyms are used), a preservice teacher, understood and implemented writing instruction during an early field experience and then again during his student teaching placement. This study contributes to the literature suggesting that the context where the teaching occurs significantly influences preservice or novice teachers’ instructional decision-making. Examining how Jacob appropriated conceptual and pedagogical tools during his early field experience with his implementation, or lack of, at his student teaching site, deepens the field’s understanding of how context influences instructional decisions and how preservice teachers may hold on to certain beliefs even when not consistent with the context.

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.