The effect structured participation experiences have on pre-service teachers’ preparedness to teach reading
Abstract
"Many pre-service teachers express a lack of confidence and preparedness to face the challenges of teaching reading in today's classrooms. The current study looks at whether Structured Participation Experiences (SPE) in reading increase pre-service teachers' preparedness to teach reading compared to more traditional unstructured field experiences. Findings indicate that SPE can increase pre-service teachers' knowledge of child development, understanding of the role of the teacher, and understanding and use of teaching strategies. Structured Participation Experiences also provide students more opportunities to work directly with students" (p. 185).
Reference
Brannon, D., & Fiene, J. (2013). The effect structured participation experiences have on pre-service teachers' preparedness to teach reading. Education, 134(2), 185-194.
Journal
Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field placements (not related to methods courses)
- field-based methods course
- Literacy methods course
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
21
Duration of Data Collection
Data Sources
- journal entries
- Written reflections
- written reflections/class papers
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
"The current study was designed to find out if
Structured Participation Experiences (SPE)
in reading help increase pre-service teachers'
preparedness to teach reading compared
to more traditional unstructured field
experiences" (p. 186).
Is this research question explicit from the manuscript? No