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Abstract

The purpose of this research was to better understand and describe how three teachers navigated the transition from preservice teaching to the beginning years of teaching. I followed three teachers through their junior and senior years of undergraduate education and into their first four years of teaching. While the context of their entire teaching experience was important, particular attention was given to their literacy instruction, first as they conceptualized it in reading and language arts methods coursework, second as they practiced it in their student teaching experiences, and third as they practiced it in their own classrooms. A Profile of Teacher Literacy Development was developed to represent the knowledge teachers demonstrated and how they applied that knowledge. This profile was created to represent a more complete picture of teacher development than the existing stage models of teacher development, specifically as development related to literacy instruction. Based on the data collected and the Profile, challenges and implications are described as they apply to teacher education.

DOI

10.15760/nwjte.2008.6.1.8

Persistent Identifier

https://archives.pdx.edu/ds/psu/29983

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