An exploratory study examining the influence of the number of reading methods courses on pre-service and in-service teacher perceptions of ability to teach reading

Abstract

Teacher education programmes (TEPs) are left with limited research on how the coursework they provide influences the perceptions teachers have about their ability to teach young children how to read – especially over the long term. The purpose of this study was to compare how teacher candidates rate their ability to teach reading at the conclusion of their TEP, and then again after a year of teaching. The matched participants (N = 126) were elementary education teachers representing five TEPs in one US state. Results revealed that the number of reading methods courses provided does influence the perceptions of pre-service and in-service teachers. Teachers who had two reading methods courses compared with teachers who had only one reading methods course reported statistically significant higher scores at the pre-service stage and were able to maintain higher scores at the in-service stage. Implications of these findings are discussed.

Reference

Clark, S. (2016). An exploratory study examining the influence of the number of reading methods courses on pre-service and in-service teacher perceptions of ability to teach reading. Asia-Pacific Journal of Teacher Education, 44(2), 125-141.

Journal

Asia-Pacific Journal of Teacher Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

"longitudinal": across varying classes over time
Quantitative

Geographic Setting

western united states

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

Elementary

Research Location Context

Multi-sited (across universities)

Preservice Participants

Inservice
Undergraduates (university based program)

Preservice Sample Size

126

Duration of Data Collection

1 year

Data Sources

Self-Assessment of Proficiency to Perform Reading Tasks (SPPRT; Clark & Read, 2012)

Data Analysis Tools

ANOVA
Repeated Measures ANOVA

Researcher Positionality

not stated

Research Questions

How do pre-service teachers who complete two reading methods courses vary in their perceptions of ability to teach reading at the conclusion of their teacher training when compared with pre-service teachers who completed only one reading methods course?
Is this research question explicit from the manuscript? Yes

Do these same perceptions of teaching ability persist after one full year of teaching elementary school?
Is this research question explicit from the manuscript? Yes