Preservice teachers’ perceptions of their literacy practicum experiences
Abstract
The purpose of this study was to determine undergraduate preservice teachers' perceptions of their practicum experiences and their readiness for teaching literacy. We wanted to know how prepared students felt to teach reading and writing, how familiar they were with various instructional literacy models, how prepared they felt to teach the various models, and how often students observed teachers using the various models. Our findings indicated that we need to be more intentional about monitoring student placements, placing more of an emphasis on the reciprocal nature of reading and writing, and demonstrating how the writing process works across the curriculum.
Reference
Hail, C., Hurst, B., Camp, D., & Laughlin, J. (2015). Preservice Teachers' Perceptions of their Literacy Practicum Experiences. Journal Of Reading Education, 40(2), 13-18.
Journal
Journal of Reading 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-based methods course
Preservice Participants
- Undergraduates (university based program)
- Undergraduates in a Reading and Language Arts methods course
Preservice Sample Size
156
Duration of Data Collection
Data Sources
Data Analysis Tools
- Analyzed for frequencies, percentages, quartiles, and means
- Descriptive Analysis
- Quantitative Content Analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
What are preservice
teachers’ perceptions of how prepared they feel
to teach reading and writing based on all of their coursework
and practicum experiences? p. 13
Is this research question explicit from the manuscript? Yes
How familiar are preservice
teachers with various instructional literacy models? p. 13
Is this research question explicit from the manuscript? Yes
How prepared do preservice teachers feel to teach literacy
using specific literacy instructional models? p. 13
Is this research question explicit from the manuscript? Yes
How often
do preservice teachers observe classroom teachers using
various instructional literacy models during their practicum? p. 13
Is this research question explicit from the manuscript? Yes