Preparing Pre-Service Teachers in the Teaching of Reading, A Self-Study

The purpose of this research study is to investigate my own teaching practices and methods as an in-school mentor. This paper uses self-study as the research methodology in order to explore my teaching practices as I serve in the role of in-school mentor for third year pre-service teachers. Data, from my researcher’s logbook, a non-mandatory, self-administered e-mail survey sent to all pre-service teachers involved in the intervention project, and the perspectives of self-selected critical friends are presented. Vygotsky’s sociocultural theory of learning and development (Vygotsky, 1978) is used in the analysis and interpretation of the data. Thoroughly investing my own teaching practices, through the data and analysis, will help to determine which aspects of my teaching are most effective and which ones need to improvement when mentoring pre-service teachers.

Name thesis:degree_name

Master of Education (MEd)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Curriculm and Instruction

Grantor dc:publisher

Faculty of Graduate Studies and Research, University of Regina

Year dc:date.issued

2018

Author dc:creator

• Hutton, Angela Dawn

Advisor dc:contributor.advisor

• Salm, Twyla

Committee member dc:contributor.committeemember

• Mulholland, Valerie

Language dc:language.iso

en

DOI

https://doi.org/10.82465/4359

OAI identifier oai:identifier

oai:uregina.scholaris.ca:10294/8535