An examination of teacher education in literacy instruction and candidate perceptions of their learned literacy practices
Abstract
Using mixed-methods approaches and cross-case analysis procedures of a study of 10 teacher-preparation programs across the United States, researchers identified signature aspects of the programs that captured key elements unique to each institution and compared teacher candidate perceptions of learning with the expressed intentions of the faculty. The teacher candidates' perceptions of their learning were contextualized in terms of the 2003 to 2010 Standards for the Teaching Profession of the International Reading Association. Findings indicate some deficiencies across the institutions as well as many strengths and key attributes. Implications for teacher preparation programs and accountability of those programs are discussed. Further directions for research, including the second and third phases of this study, are suggested.
Reference
Wolsey, T. D., Young, J. R., Scales, R. Q., Scales, W. D., Lenski, S., Yoder, K. K., Wold, L., Grisham, D. L., Ganske, K., Dobler, E., & Chambers, S. A. (2013). An examination of teacher education in literacy instruction and candidate perceptions of their learned literacy practices. Action in Teacher Education, 35(3), 204-222. http://dx.doi.org/10.1080/01626620.2013.806230
Journal
Action in Teacher Education
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
- Undergraduates (university based program)
Preservice Sample Size
301
Other Participant Data
Duration of Data Collection
Data Sources
- Document Analysis
- Interviews
- Survey
Data Analysis Tools
- Case study analysis
- coding (open to axial to selective
- Conceptual model used as analysis framework
- Constant comparative analysis
- Statistical analysis
Researcher Positionality
- Inside (studying their own programs)
- Outside (not directly invested in the program or operations)
Research Questions
"(1) To what extent have teacher candidates learned the information described in the International Reading Association (IRA) Standards for Reading Professionals (2003, 2010) (hereafter called Standards)? (2) Do teacher candidate perceptions of learning match the signature aspects of the programs?" (p. 205).
Is this research question explicit from the manuscript? Yes