An investigation of changes in preservice teachers’ attitudes and confidence level in teaching reading during a yearlong student teaching program

Abstract

This study examined preservice teachers’ attitudes and confidence level in teaching reading while they were attending seminar courses during their year-long student-teaching experience. The two areas of interest examined were 1) student teachers’ attitudes toward teaching of reading in content area classrooms and 2) their self-efficacy levels in applying content strategies in their teaching. The study found that there was a significant change in both their attitudes and their confidence levels in the ability to teach reading after working in K-6 classrooms.

Reference

Hong-Nam, K. & Szabo, S. (2012). An investigation of changes in preservice teachers’ attitudes and confidence level in teaching reading during a yearlong student teaching program. The 34th Yearbook of the Association of Literacy Educators and Researchers, 121-134.

Journal

Yearbook of the College Reading Association

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

Geographic Setting

Texas

Institutional Context

University based

Certification Level

Programatic Focus

Literacy Education

Research Location Context

Elementary school
Professional Development Centers
University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

7 months to 1 year

Data Sources

pre-/post-assessment
Survey

Data Analysis Tools

Descriptive Analysis
Paired T-test
Quantitative Content Analysis
Statistical analysis

Researcher Positionality

not stated

Research Questions

1. What are K-6 preservice teachers’ reported attitudes in their ability to include reading skills in content areas classrooms before and after a year-long student teaching program?
Is this research question explicit from the manuscript? Yes

2. How confident K-6 preservice teachers are in their ability to include reading skills in content areas classrooms before and after a year-long student teaching program?
Is this research question explicit from the manuscript? Unknown