Teaching reading: Student teachers and the schooling context in Uganda
This paper was presented at the Distance Education and Teacher's Training in Africa (DETA) 2007 Conference, Makerere University, Kampala, Uganda. Teaching student teachers to teach children to read is a complex task in a convoluted field of teacher education. Perry and Power (2004) suggest that fieldwork is a useful mechanism for student teachers to construct practical knowledge in their process of learning to teach and Szabo, Scott and Yellin (2002) recommend that teacher educators should examine their teaching practices and the process of learning to teach. Furthermore, Szabo et al. (2002) highlight the need to develop the student teachers’ understanding of the relationship between theory and practice. In this paper we tackle this challenge, which has inspired and liberated us as a collegial team with a common goal as teacher educators: to understand our professional field, and as language practitioners, to understand reading teacher education.
Anne Hill, Christa Thornhill and Joy Alexander
Distance Education and Teacher Education in Africa DETA Conference 2007
Student teachers teacher education Teaching reading