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Abstract

This paper examines the ongoing collaboration between a teacher certification literacy course and a local elementary school. Teacher candidates, elementary students, classroom teachers, and university instructors all collaborate to implement a literacy methods course, creating a hybrid space for learning in which university and school personnel work together to the benefit of all participants. The background of this collaboration is described, and literacy learning is explored from the perspective of each participant group. Themes from these perspectives suggest that structured interactions between teacher candidates and elementary students help bridge the gap between literacy concepts and classroom practice, and that participating classroom teachers and university instructors, as well as teacher candidates, learn from the ongoing examination of instructional practice.

DOI

10.15760/nwjte.2012.9.2.13

Persistent Identifier

http://archives.pdx.edu/ds/psu/25316

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