Research on methods courses and field experiences

English Theoretical “Framework” Relationship With or Position in Field Data Sources, Duration of Study, Impact Claims Examined Authors, Date Participants of Research Participants and Data Analysis and Findings Agee, J. (1997) Researcher who observed and participated some what, but did not teach Cites socialization theory and cognitive theory, plus competing theories of how to teach literature and the impact of culture on teaching literature Two middle-class undergraduate secondaryed female preservice teachers (1 African American, 1 White), 1 male assistant professor Observations and field notes on the secondary methods class, tapes of whole - class and small group discussions; interviews with the students and the professor; 3 reading protocols, course syllabi, and assignments during the methods semester; video tapes of student teaching; debriefing interviews; other interviews; and logsduring student teaching Data were coded for statements about readers and students of literature and for socialization into teaching based on open coding of data and a constant comparative analysis, preserved in a speaker turn format in the database, followed by axial coding to identify over arching categories and change overtime.