An Examination of the Influences of a Teacher Preparation Program on Beginning Teachers’ Reading Instruction

Keywords

teacher education, elementary, teacher perceptions, beginning reading teacher instruction

Abstract

In this study, we tracked elementary preservice teachers’ (N = 41) perceived ability to teach reading as they moved through their teacher preparation program. After graduation, we conducted follow-up teaching observations and interviews with five of these novice teachers to explore their perceptions about their ability to teach reading. An analysis of these data revealed four distinct themes: (1) alignment of reading instruction practices with preparation program, (2) the influence of teacher education, (3) the need for more training on meeting the needs of individual students, and (4) the possibility of connecting with teacher educators once graduates obtain full-time employment. Suggestions are made to help teachers feel more competent and capable in teaching children to read and as they make the transition from preservice to full-time teaching.

Original Publication Citation

Clark, S. K., & Read, S. (2012). An examination of pre-service partnerships during a reading methods course: Do they strengthen perceptions of ability? Journal of Early Childhood Teacher Education, 33(3), 239-250.

Document Type

Peer-Reviewed Article

Publication Date

2013-02-21

Permanent URL

http://hdl.lib.byu.edu/1877/5826

Publisher

Literacy Research and Instruction

Language

English

College

David O. McKay School of Education

Department

Educational Inquiry, Measurement, and Evaluation

University Standing at Time of Publication

Assistant Professor

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