Abstract
This action research involves the use of Grossman's representation, decomposition and approximation framework in field experience and how pre-service teachers can use digital tools in literacy instruction. The analysis of the data revealed that pre-service teachers' participation in this action research had an impact on their self-efficacy beliefs towards literacy teaching (SEB-TL) and microteaching skills, and that the participants felt that teaching a field experience-based literacy instruction course (LIC) integrating the use of digital tools contributed positively to their professional development. Based on the research findings, the need to integrate digital tools into literacy instruction in teacher education in the 21st century was discussed. In addition, the importance of simultaneous implementation of field experience and theory in literacy instruction was discussed by bringing an alternative perspective to teacher education programs, in which theoretical courses are given first and then theory and practice are combined.
Keywords
Literacy instruction digital technology field experience pre-service teacher teacher education
Ethical Statement
This material is the authors' own original work, which has not been previously published elsewhere. • The paper reflects the authors' own research and analysis in a truthful and complete manner. • The results are appropriately placed in the context of prior and existing research. • All sources used are properly disclosed.
References
- Zeichner, K. (2021). Critical unresolved and understudied issues in clinical teacher education. Peabody Journal of Education, 96(1), 1-7. https://doi.org/10.1080/0161956X.2020.1864241
Abstract
References
- Zeichner, K. (2021). Critical unresolved and understudied issues in clinical teacher education. Peabody Journal of Education, 96(1), 1-7. https://doi.org/10.1080/0161956X.2020.1864241
Details
| Primary Language | English |
|---|---|
| Subjects | Teacher Education and Professional Development of Educators |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | March 15, 2024 |
| Publication Date | March 31, 2024 |
| Submission Date | December 12, 2023 |
| Acceptance Date | March 15, 2024 |
| Published in Issue | Year 2024 |
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International Journal of Educational Research Review (ISSN:2458-9322)
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