Pre-service teachers constructing knowledge about literacy instruction: A one-year self-study of an undergraduate literacy methods course

Abstract

This one year study of an interactive, student directed approach to pre-service training in literacy instruction explored: (1) effects of varied opportunities for oral and written dialogue with peers and ‘experts’ (instructors) to reflect on learning; (2) the relationship between pre-service teachers' involvement in writing workshop and cooperative learning activities and their beliefs regarding instructional decision making; and (3) the role pairing students during field experiences played in fostering the development of critical observation skills, and a sense of inquiry toward instructional practice. Findings indicated: (1) Oral and written dialogue with peers/instructors facilitated pre-service teachers' understanding of pedagogy and content. (2) Pre-service teachers need time to establish a sense of community among peers; it evolves on individual timetables; and is positively influenced by writing workshop activities and cooperative group work. (3) Pairing pre-service teachers during field experiences led to a heightened sense of inquiry regarding theory and classroom practices and increased instructional risk-taking. Results contribute to literature on (1) empowering learners, (2) understanding reflective practice, literacy theory and pedagogy, and (3) promoting instructional inquiry. Findings can inform and encourage other teacher educators seeking to increase student understanding of pedagogy and content, provide worthwhile field experiences for pre-service teachers, and develop greater student directed and, therefore, more interactive learning activities in methods coursework. © 1998, Taylor & Francis Group, LLC.