Pre-service teachers’ perceptions of struggling readers
Abstract
The purpose of this study was to examine pre-service teachers' perceptions of struggling readers as they interacted with struggling readers during their year of internship and student teaching. The drawing and writing methods used provided opportunities for pre-service teachers to think metaphorically about the topic, "struggling readers," and reflect in writing. Educational implications include the need for us, as teacher educators, to focus on assuring that pre-service teacher education programs include strategies for working with struggling readers. In addition, having opportunities to experience success in working with students who struggle with literacy learning would help pre-service teachers to develop confidence and perseverance. Likewise, our education programs should provide opportunities for pre-service teachers to consider children's emotional struggles related to reading. [ABSTRACT FROM AUTHOR]
Reference
Triplett, C.F. & Barksdale, M. (2016). Pre-service teachers' perceptions of struggling readers. Literacy Practice & Research, 41(2). 37-43.
Journal
Literacy Practice & Research
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-based methods course
- Multi-sited (across universities)
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
44
Duration of Data Collection
Data Sources
- drawings
- written responses
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
How do "pre-service teachers’ perceptions of struggling readers" change "as they interacted with struggling readers during their year of internship and student teaching?"
Is this research question explicit from the manuscript? Combination