Special Education Preservice Teachers' Appropriation of Pedagogical Tools for Teaching Reading | Zendy

Melinda M. Leko | Zendy; Mary T. Brownell | Zendy

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Special Education Preservice Teachers' Appropriation of Pedagogical Tools for Teaching Reading

Author(s) -

Melinda M. Leko,

Mary T. Brownell

Publication year - 2011

Publication title -

exceptional children

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 3.071

H-Index - 89

eISSN - 2163-5560

pISSN - 0014-4029

DOI - 10.1177/001440291107700205

Subject(s) - practicum , appropriation , psychology , reading (process) , mathematics education , pedagogy , teacher education , grounded theory , special education , qualitative research , sociology , social science , linguistics , philosophy , political science , law

This study examined various influences on special education preservice teachers' appropriation of pedagogical tools for teaching reading to students with high-incidence disabilities using an activity theory framework. Interview, observation, and artifact data were collected on 6 preservice teachers, their reading methods course instructors, field supervisors, and practicum cooperating teachers. Using grounded theory methods, 4 concepts emerged as chief influences on participants' appropriation of conceptual and practical reading tools: (a) opportunities to appropriate knowledge in practice, (b) personal qualities, (c) motivation for knowledge assimilation, and (d) access to knowledge. Specific information related to these 4 concepts and their relationships are reported with implications for future research and practice in special education teacher education.

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