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Research Methods for the Self-study of Practice pp 213–229Cite as

Teacher Education for Literacy Teaching: Research at the Personal, Institutional, and Collective Levels

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Part of the book series: Self Study of Teaching and Teacher Education Practices ((STEP,volume 9))

One of the complaints about teacher education is that research done on programs tends to be local and ends at the completion of the program. As Clift and Brady (2005) found in the American Educational Research Association (AERA) panel on research and teacher education, between 1995 and 2001 only 24 studies were conducted on preservice literacy courses. And only one “studies practice beyond student teaching: most studies were conducted over one semester, typically the student teaching semester.” Clift and Brady argued that “[t]he short-term nature of this research limits our ability to understand how teacher education methods courses and fieldwork lead to long-term professional growth” (2005, p. 317). The sole longitudinal study – that by Grossman et al. (2000) – concluded that it is necessary to connect the practices of beginning teachers with their teacher education program if we are to truly understand the practices of beginning teachers.

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Acknowledgments

We wish to thank the Social Sciences and Humanities Research Council of Canada for their generous support of this research.

Author information

Authors and Affiliations

  1. Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON M5S 1V6, Canada

    Clare Kosnik

Authors
  1. Clare Kosnik
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  2. Clive Beck
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Corresponding author

Correspondence to Clare Kosnik .

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    Appendix

    Appendix

    In writing our text, Priorities in Teacher Education: The 7 Key Elements of Preservice Preparation, we developed a “template” for each priority. For program planning, our first priority, we used the following structure:

    1. 1.

      What and Why of Program Planning

    2. 2.

      Problems in Program Planning

    3. 3.

      Principles and Strategies of Program Planning

      1. a.

        Recognize the Limitations of Formal “Long-Range Planning"

      2. b.

        Identify Your Main Goals

      3. c.

        Establish Classroom Structures that Promote Learning

      4. d.

        Use Elements of Existing Textbooks and Programs

      5. e.

        Be Flexible In Following Your Plan and Using Resources

      6. f.

        Individualize Your Program

      7. g.

        Integrate Your Program

      8. h.

        Have Special Emphases in the First Few Weeks

    4. 4.

      Implications for Preservice Education

    5. 5.

      Conclusion

    In our analysis and writing for all the priorities, we followed this format:

    • What and Why of ….

    • Problems in …

    • Principles and Strategies of ….

    • Implications for Preservice

    • Conclusion.

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    Kosnik, C., Beck, C. (2009). Teacher Education for Literacy Teaching: Research at the Personal, Institutional, and Collective Levels. In: Fitzgerald, L., Heston, M., Tidwell, D. (eds) Research Methods for the Self-study of Practice. Self Study of Teaching and Teacher Education Practices, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9514-6_13

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