Reader Response Journals: Novice Teachers Reflect on Their Implementation ProcessReport as inadecuate




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Journal of Language and Literacy Education, v6 n1 p119-133 2010

Do novice teachers effectively use teaching strategies they learn in a preservice course? This study examines how five novice intermediate (Grades 7-10) English language arts teachers implemented reader response journals, an instructional activity they learned about in their preservice English methods course. During interviews, they shared the challenges they encountered when using this instructional strategy for the first time. While using reader response journals in their classrooms, novice teachers provided student encouragement, thoughtful reflection on their approach, modification as needed, and a consistent positive attitude even in the face of challenges. Study findings indicated that the theory and practice acquired in their preservice course was beneficial to them, and that gaining confidence in themselves as teachers through further practice and experiences would enhance their effective use of this classroom strategy.

Descriptors: Reader Response, Journal Writing, Beginning Teachers, Novices, Secondary School Teachers, English Teachers, Language Arts, Methods Courses, Teaching Methods, Educational Strategies, Teacher Attitudes, Preservice Teacher Education, Outcomes of Education, Educational Benefits, Self Efficacy, Curriculum Implementation, Teacher Role, Reflective Teaching

Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle[at]uga.edu; Web site: http://jolle.coe.uga.edu





Author: McIntosh, Janet E.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3574&id=EJ1068195







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