Three steps forward, one step back: Two preservice teachers learn to teach in consecutive, field‐based literacy courses

Abstract

Abstract This eight month intrinsic case study takes an ethnological microanalytic stance to look closely at two preservice teachers as they learn to teach literacy during two consecutive, field‐based methods courses. Analysis of the two main data sources shows a recurring, yet distinct hierarchical progression in the preservice teachers’ professional knowledge and understanding. Conclusions gleaned from the inquiry indicate that the preservice teachers attempted to modify their instruction in response to their week‐by‐week teaching dilemmas. The research also supports the efficacy of multiple field placements, and suggests that preservice teachers hold remarkable abilities to learn from their own teaching experiences.