Publication Date
1-1-2006
Abstract
This manuscript documents a year-long descriptive case study of preservice teachers specializing in reading. The objectives of this study were to (a) better understand the development of literacy beliefs and change processes in preservice teachers with reading specializations engaged in the final year of their field-based teacher education program, and (b) ascertain factors influencing their change processes during the final year of preparation. The results highlight the shifts these preservice teachers made concerning their beliefs about literacy instruction and the factors that served as catalysts for those changes.
Recommended Citation
Linek, W. M., Sampson, M. B., Raine, I. L., Klakamp, K., & Smith, B. (2006). Development of Literacy Beliefs and Practices: Preservice Teachers with Reading Specializations in a Field-Based Program. Reading Horizons: A Journal of Literacy and Language Arts, 46 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol46/iss3/4
