TY  - JOUR
T1  - FIELD EXPERIENCE AND DIGITAL TECHNOLOGY-BASED LITERACY INSTRUCTION
AU  - Çetinkaya, Seher
PY  - 2024
DA  - March
Y2  - 2024
DO  - 10.24331/ijere.1404019
JF  - International Journal of Educational Research Review
JO  - IJERE
PB  - Serhat Arslan
WT  - DergiPark
SN  - 2458-9322
SP  - 77
EP  - 92
VL  - 9
IS  - 2
LA  - en
AB  - This action research involves the use of Grossman's representation, decomposition and approximation framework in field experience and how pre-service teachers can use digital tools in literacy instruction. The analysis of the data revealed that pre-service teachers' participation in this action research had an impact on their self-efficacy beliefs towards literacy teaching (SEB-TL) and microteaching skills, and that the participants felt that teaching a field experience-based literacy instruction course (LIC) integrating the use of digital tools contributed positively to their professional development. Based on the research findings, the need to integrate digital tools into literacy instruction in teacher education in the 21st century was discussed. In addition, the importance of simultaneous implementation of field experience and theory in literacy instruction was discussed by bringing an alternative perspective to teacher education programs, in which theoretical courses are given first and then theory and practice are combined.
KW  - Literacy instruction
KW  - digital technology
KW  - field experience
KW  - pre-service teacher
KW  - teacher education
CR  - Zeichner, K. (2021). Critical unresolved and understudied issues in clinical teacher education. Peabody Journal of Education, 96(1), 1-7. https://doi.org/10.1080/0161956X.2020.1864241
UR  - https://doi.org/10.24331/ijere.1404019
L1  - https://dergipark.org.tr/tr/download/article-file/3595664
ER  -