Preservice Childhood Education Teachers’ Perceptions of Instructional Practices for Developing Young Children’s Interest in Reading
Abstract
Within the context of the increasing attention to reading in educational contexts around the globe, this study uses a semistructured interview to explore 93 Jordanian preservice teachers’ perceptions of instructional practices for developing young children’s interest in reading. The participants reported on 7 major teacher practices they perceive as instrumental in developing young children’s interest in reading. These relate to teaching and learning settings, designing reading materials, establishing a classroom library, making use of the local library, using reinforcement, establishing good relationships with parents, and using information and communication technology as a teaching/learning resource. Based on these findings, several implications for professional practice, professional development, and future research are put forth.
Reference
Al-Barakat, A. A. & Bataineh, R. F. (2011). Preservice Childhood Education Teachers' Perceptions of Instructional Practices for Developing Young Children's Interest in Reading, Journal of Research in Childhood Education, 25:2, 177-193.
Journal
Journal of Research in Childhood 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
- Grounded theory
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
93
Duration of Data Collection
Data Sources
Data Analysis Tools
- coding (emergent categories)
Researcher Positionality
- Inside (studying their own programs)
Research Questions
“What are preservice teachers’ perceptions of instructional practices for developing pupils’ interest in reading during practicum?” (p. 180)
Is this research question explicit from the manuscript? Yes