Purpose – This chapter shares a model of responsive teacher preparation in literacy labs/reading clinics that emphasizes student-centered instruction.
Approach – Through vignettes and the voices of teachers enrolled in literacy lab/reading clinics, the authors highlight clinical practices effective in helping teachers focus on learners including building relationships, learning from students, structuring opportunities for student success, and understanding the power of language choices.
Practical implications – Teacher educators can use practices presented in this chapter in their clinical instruction. In turn, their teachers can transfer these clinical practices and foundations to school settings.
Originality/value – This approach to teacher education creates a culture of collaboration and responsive teaching that moves beyond clinical settings to classrooms and schools.
Dozier, C. and Deeney, T. (2013), "Keeping Learners at the Center of Teaching", Ortlieb, E. and Cheek, E.H. (Ed.) Advanced Literacy Practices (Literacy Research, Practice and Evaluation, Vol. 2), Emerald Group Publishing Limited, Bingley, pp. 367-385. https://doi.org/10.1108/S2048-0458(2013)0000002021
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