TITLE

A VIEW OF THE LITERACY BELIEFS AND GROWTH PROCESSES OF UNDERGRADUATE PRESERVICE TEACHERS WITH A CONCENTRATION IN READING: INTERNS, PARAPROFESSIONALS AND INTERNS SERVING AS TEACHERS OF RECORD

AUTHOR(S)
Raine, I. LaVerne; Levingston, Ceretha; Linek, Wayne M.; Sampson, Mary Beth; Linder, Patricia E.
PUB. DATE
November 2003
SOURCE
College Reading Association Yearbook;2003, Issue 25, p224
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Prior studies that describe change in the beliefs about literacy development of preservice teachers serve as a foundation for this current qualitative study. In this study the beliefs of three different groups of undergraduate students enrolled in the internship level of their teacher certification program are described and compared. The influencing factors affecting those beliefs are also examined. The internship level is the first of two semesters completing the field-based program. One group consisted of students completing the program traditionally. A second group was composed of students who had been hired as non-certified teachers of record during their internship. The third group was classified as paraprofessionals because they were completing teacher certification while retaining their full-time job in the schools as educational aides.
ACCESSION #
12907092

 

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