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2018
Volume 21, Issue 1
  • ISSN: 1522-6115
  • E-ISSN: 1943-3085

Abstract

Preservice teachers often find themselves caught between the theoretical constructs of whole language that are introduced in their university classes and the practical applications that emerge as they move into the world of K–12 teaching. The disconnect between the constructivist model that dominates preservice training and the transmission model that often is found in K–12 classrooms causes college students to question the validity or rationale of the theory that provides the foundation for best practices instruction. In an attempt to bridge that gap, this paper describes four different workshops or projects with children, built on a foundation of whole language principles, which have been delivered to a combined audience of elementary students, college students, and teachers. While children learn, college students and teachers also gain knowledge of strategies and the research that supports their implementation. Thus bridges are built to link theory and practice in a collaborative delivery and to encourage action research to further support these vital connections.

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/content/journals/10.58680/tp20099340
2009-10-01
2025-02-10
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http://instance.metastore.ingenta.com/content/journals/10.58680/tp20099340
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  • Article Type: Research Article
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