Self-awareness of past learning and development as motivation for continued learning: The application of a general model to specific categories of literacy learning for preservice reading teachers

Reading Psychology

Volumn 24, Issue 1, 2003, Pages 1-24

  Kaplan, Diane S ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0242635767     PISSN: 02702711     EISSN: None     Source Type: Journal    
DOI: 10.1080/02702710308237     Document Type: Review

References (10)

1. Au, Kathryn H. (1993). Literacy Instruction in Multicultural Settings. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.
2. Boyd, P. C., Boll, M., Brawner, L., & Villaume, S. K. (1998). Becoming reflective professionals: An exploration of preservice teachers' struggles as they translate language and literacy theory into practice. Action in Teacher Education, 19, 61-75.
3. Kaplan, Diane S. (2001). Preservice reading teachers' self-awareness of past learning and development as motivation for continued learning. In J. Hoffman, D. Schallert, C. Fairbanks, J. Worthy, & B. Maloch (Eds.), 50th Yearbook of the National Reading Conference: 300-310.
4. Engstrom, D. A., & Schwaab, K. E. (1984). Views of the importance and learnability of selected teacher competencies. Teacher Educator, 20(2), 19-25.
5. Gilberts, G. H., & Lignugaris-Kraft, B. (1997). Classroom management and instruction competencies for preparing elementary and special education teachers. Teaching and Teacher Education, 13(5), 597-609.
6. Morine-Dershime, G. (1989). Preservice teachers' conceptions of content and pedagogy: Measuring growth in reflective, pedagogical decision-making. Journal of Teacher Education, 40(5), 46-52.
7. Shannon, D. M. (1994). The development of preservice teacher knowledge. The Professional Educator, XVII(1), 31-39.
8. Standerford, N. S. (1996). Teacher research at the preservice level: developing a stance toward knowledge, agency, and collaboration. Journal of Reading Education, 21, 30-43.
9. Tierney, R. J., & Readence, J. E. (2000). Reading Strategies and Practices: A Compendium, 5th ed. Boston: Allyn & Bacon.
10. Tillema, H. H., & Knol, W. E. (1997). Promoting student teacher learning through conceptual change or direct instruction. Teaching and Teacher Education, 13(6), 579-595.