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New literacies integration by student teacher/cooperating teacher dyads in elementary schools: A collective case study
Abstract
Situated in Technological Pedagogical Content Knowledge (TPACK) and collaborative inquiry, this collective case study examines new literacies integration by student teacher/cooperating teacher (ST/CT) dyads supported by a coach in elementary schools. The study took place at a large Midwestern public school district where many STs from a large Midwestern public university complete their student teaching experience. Through detailed vignettes of five ST/CT dyads, this study provides an explicit view of varieties of dyad collaboration when a new literacies emphasis is included in the student teaching semester. Research questions prompt the examination of dyad new literacies integration through (a) enacting professional development in the classroom, (b) planning lessons to involve children with new literacies and (c) impacting dyad collaboration. ST and CT detailed descriptions provide a valuable insight into processes and effects of this integration focus. Lessons learned include collaborative approaches to integration that work, teacher growth comes with empowerment, and dyad partners become learners together when adding a new literacies focus. An innovative student teaching design arises to prepare teachers for 21 st century classrooms.
Subject Area
Elementary education|Teacher education
Recommended Citation
Friedrich, Laurie A, "New literacies integration by student teacher/cooperating teacher dyads in elementary schools: A collective case study" (2014). ETD collection for University of Nebraska-Lincoln. AAI3642751.
https://digitalcommons.unl.edu/dissertations/AAI3642751