Are teacher candidates learning what they are taught? Declarative literacy learning in 10 teacher preparation programs
Abstract
This article describes the first phase of a longitudinal study that examines the impact cf teacher preparation programs en the literacy instructional practices cf teacher candidates. Case summaries and cross-case analysis by 12 researchers of 10 teacher preparation universities across the United States determined (1) the signature aspects of university teacher preparation programs, (2) how these compared to the International Reading Association's standards for reading professionals, and (3) the extent to which teacher candidates stated that they learned what was taught in the programs. Preparation programs represent undergraduate, postbaccalaureate, public, and private universities in urban, suburban, and rural settings. Findings for Phase 1 indicated 70% congruence between what was taught in the program and what candidates say that they learned. Candidates have strong declarative knowledge of curriculum and instruction, assessment, and what makes for a literate environment but limited knowledge of diversity and professional learning, and candidates before student teaching are unsure of hew to implement their knowledge in practice. Implications for teacher preparation and future research are discussed.
Reference
Grisham, D. L., Yoder, K. K., Smetlana, L., Dobler, E., Wolsey, T. D., Lenski, S. J., Young, J., Chambers, S., Scales, R.Q., Wold, L. S., Ganske, K., & Scales, W.D. (2014). Are teacher candidates learning what they are taught? Declarative literacy learning in 10 teacher preparation programs. Teacher Education and Practice, 27 (1), 168-189.
Journal
Teacher Education and Practice
Analysis
Is this article part of a larger project or series of studies?
yes
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
Preservice Sample Size
Other Participant Data
Duration of Data Collection
Data Sources
- Document Analysis
- Interviews
- Questionnaire
- student self-evaluations
- Syllabi from University courses
Data Analysis Tools
Researcher Positionality
- Inside (studying their own programs)
Research Questions
To what extent [do] teacher candidates (in 10 institutions) learn the signature aspects of their teacher preparation programs as analyzed through the IRA Standards for Reading Professionals?
Is this research question explicit from the manuscript? Combination