By Lauren Huffman
"I think our Major primary education have a passion for teaching and learning. I love being a part of that and encourage that. "— Lara Handsfield, Assistant Professor of Curriculum and instruction at Illinois State University College of Education
(January 25, 2010) As students experience trials, successes and failures that are inevitable in the process of becoming a teacher, Lara Handsfield, Assistant Professor in Curriculum and instruction at Illinois State University maintains a critical approach to the training of teachers.
"I'm not going to tell them what to do with their students," said Handsfield. "My job is to introduce them to critical and help them think critically and a variety of instructional approaches and tools to use in class so that they are going to be able to go to public schools and become leaders in their field. I'm trying to place them in this way since the beginning. "
In its C & me 209, literacy class II: language arts in elementary schools, pre-service teachers to tutor a student Handsfield elementary school literacy for 8-10 weeks. For most of his students is their first major clinical experience, and the first time you've ever been responsible for planning and carrying out instruction.
Handsfield is grateful for the opportunity to see pre-service teachers to develop by not having had any experience at all, in that students are ready to indicate an entire class.
"One of the things that I prefer absolute is working with pre-service teachers over a prolonged period of time," said Handsfield. "The changes I see the beginning of semester at the end are significant, to say the least."
In addition to seeing his students to develop skills necessary to become teachers, Handsfield gets to witness a vital transition from student to teacher.
"I love college that build relationships with pre-service teachers in the course of a semester. By the end of the semester, I feel like we are interacting as colleagues. I find the experience very rewarding. I think our Major primary education have a passion for teaching and learning. I love being a part of that and encourage that. "
"It is not only a change in the types of courses that do. This is a change of identity for students. For me that is exciting, inspiring and incredibly addictive. For my students, it is to learn what it means to become a teacher, and that is different from being a student. "
Handsfield areas of expertise are bilingual literacy and education. His research interests around the intersections of literacy, bilingualism and teacher education. His areas of research in his teaching when it comes to the development of in-service and pre-service and how it is to learn about the teaching of literacy and working with linguistically different students.
Teaching Handsfield has gone through a development as well. She experiments using collaborative websites for communication and collaboration. This technology requires students to her and her to rethink their ideas about what literacy is.
"Literacy is no longer just reading a book, read a newspaper, or write something," explained Handsfield. "Includes new literacies, digital, social networking and online spaces. Children need to understand HTML, for example. Literacy includes simple things like text messages and texts every day in communities such as signs and labels. Looking to broaden the students ' conceptualizations of what counts as literacy and as a bridge between everyday and academic literacies is something I focus on very early in my courses. "
After completing his doctoral work at the University of Illinois in 2005, Handsfield started to Illinois State in August 2005. Since then, Handsfield has published his dissertation research as well as the latest research on multilingualism, more practical literacy and teacher development.
Handsfield has been able to integrate his research with his education while working in schools. She has an enthusiasm for literacy instruction and teaching linguistically diverse contexts, which she tries to instill in his teaching.
"The connection between my theoretical understanding and concerns of pragmatic ' real world ' of teachers guide my research, forcing me to examine how the theories of language and literacy are incorporated in the education and literacy practices."
She also was able to work in the post-graduate teaching classes in the master's degree program for reading and I & C PhD. Handsfield's work has been published in many magazines, including the Harvard Educational Review, the master of reading, Language Arts and the Journal of literacy Research.
View the original article here
0 comments:
Post a Comment