The purpose of this longitudinal study is to investigate one elementary preservice teacher's learning to teach reading--especially to teach struggling students--during a yearlong internship. Although the teacher education community has gained an increasing understanding of the kinds of knowledge, skills and dispositions that teachers need to teach effectively, we need to know more about the processes and enabling conditions through which preservice teachers learn about the central task of reaching all learners and particularly learners who encounter difficulties in specific areas such as reading and writing. Thus, this study addresses the following central questions related to learning to teach reading during an internship year. How did a preservice teacher learn to teach reading--especially to teach struggling readers--during her internship experience? What enabling conditions facilitated her knowledge construction? And what did she actually construct?

In order to answer these questions, a case study was designed by using multiple sources of data during the 1999-2000 academic year in a second grade classroom in a Michigan semi-rural school. This methodology included interviewing, several times, the intern (Molly) and her collaborating teacher (Sue) reviewing documents (e.g., journals, projects, lesson plans, syllabi) videotaping and taking field notes of lessons observed weekly. Data analysis revealed that Molly made a developmental progress both conceptually and practically and her confidence level was reinforced all along. Over the course of her internship, Molly developed an integrated and balanced approach to reading instruction, which is very much in line with a reform-minded vision of good reading instruction. Data analysis also revealed that Molly's knowledge construction was achieved through two ongoing processes, namely appropriation and synthesis.

Furthermore, evidence from the study specified some particular internal and external conditions that were salient throughout Molly's appropriation and synthesis of knowledge. These conditions included the personal dispositions--eagerness to learn, being able to work effectively with a collaborating teacher, being able to reflect upon the clinical experience, and being open to constructive feedback--with which she started the internship. They also included the existence of a collaborative reform-minded learning environment where innovative instructional ideas were being promoted, the collaborative teacher's conceptions and expectations of how best to help the intern learn the craft of teaching reading--e.g., providing space to try out ideas, engaging the intern in substantive conversations grounded in practice. Moreover, these conditions included the guidance provided by the structure of the teacher education program. In light of the processes which characterized Molly's knowledge construction and the enabling conditions, the study supports the claim that learning to teach, and particularly to teach reading, is a complex enterprise.

The study also supports recent calls to teacher educators to turn the idea of a learning-to-teach continuum into a reality, by proposing a continuum of learning to teach reading during the internship year, including a structure that would allow interns to systematically and continuously take stock of what they are constructing.