An Investigation of Elementary Preservice Teachers’ Reading Instructional Beliefs
Abstract
In today's diverse elementary classrooms, teacher educators must model for preservice teachers how to implement exemplary literacy practices. It is sometimes necessary to dispel misconceptions regarding these instructional practices. Often, instructional strategies learned in the undergraduate classroom are disregarded by preservice teachers because these techniques were not used during their own elementary school experiences. This quantitative research study investigated elementary education preservice teachers' attitudes and beliefs about reading instruction and whether or not their literacy coursework had an impact on them.
Reference
Barnyak, N. C., & Paquette, K. R. (2010). An investigation of elementary preservice teachers' reading instructional beliefs. Reading Improvement , 47(1), 7-17.
Journal
Reading Improvement
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
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
75
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
Research Questions
"What are elementary education preservice teachers' attitudes and beliefs about reading instruction?" (p. 8).
Is this research question explicit from the manuscript? Yes
"Do preservice teachers' attitudes and beliefs about reading instruction align with the theoretical orientation(s): bottom-up, top-down, or interactive?" (p. 8).
Is this research question explicit from the manuscript? Unknown
"Does literacy methods coursework have an impact on elementary education preservice teachers' attitudes and beliefs about reading instruction?" (p. 8).
Is this research question explicit from the manuscript? Unknown