Teachers’ Preparation to Teach Reading and Their Experiences and Practices in the First Three Years of Teaching
Abstract
The study reported in this article focused on the preparation of elementary preservice teachers to teach reading and on their first 3 years of teaching in schools. Graduates of 8 programs judged as "excellent" by an expert review panel participated in this study. The research was guided by 2 questions: (1) What effects do participation in and completion of an excellent reading teacher education program have on the experiences of teachers as they enter schools? and (2) How does teachers' preparation relate to their teaching practices? We used quantitative and qualitative research methods to explore these questions. The research design was quasi-experimental, with the teacher education program considered as the intervening variable. Comparison groups for graduates of the excellent programs included same-school, highly experienced teachers as well as same-school, same-years experienced teachers. Data were collected over 3 years. Results suggested that participation in a high-quality teacher preparation program had a positive influence on the transition of teachers entering the profession and on the adoption of effective teaching practices by these teachers. Graduates of the excellent programs were more effective than teachers in the comparison groups in creating and engaging their students with a high-quality literacy environment.
Reference
Hoffman, J.V., Roller, C., Maloch, B., Sailors, M., Duffy, G., Beretvas, S. N., & National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction (2005). Teachers’ preparation to teach reading and their experiences and practices in the first three years of teaching, Elementary School Journal, 105(3), 267-287.
Journal
Elementary School Journal
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
- mixed methods
- Quasi-experimental
Geographic Setting
- Multiple Sites across the US
Institutional Context
Certification Level
- Multiple levels of certification across programs
Programatic Focus
- Multiple programs involved
Research Location Context
- Multiple contexts across programs
Preservice Participants
- Multiple levels across programs
Preservice Sample Size
101
Other Participant Data
Duration of Data Collection
Data Sources
- Comprehensive documentation of education programs
- Interviews
- Observations
Data Analysis Tools
- Constant comparative analysis
- TEX-IN3 Observation Instrument
Researcher Positionality
Research Questions
What effects do participation in and completion of an excellent reading teacher education program have on the experiences of teachers as they enter schools?
Is this research question explicit from the manuscript? Yes
How does teachers' preparation relate to their teaching practices?
Is this research question explicit from the manuscript? Yes