Voices: Student Teachers Link Teacher Education to Perceptions of Prepardness for Literacy Teaching

(p. 129) Zemelman, Daniels and Hyde (1998) suggest that the central principles of critical, reflective, and constructivist approaches to literacy teaching are captured in the Standards for the English Language Arts developed by the International Reading Association and the National Council of Teachers of English. Cohorts tend to form their own peer support groups, become actively engaged in cooperative learning, and thereby tend to increase student teacher knowledge about teaching and learning (Koeppen, Huey, & Connor, 2000).\n Cohort programs help students gain an understanding that teachers should not be autonomous beings but bring into a school environment the ability to be both congenial as well as collegial.