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?

Research Approach

Case study
Quantitative

Geographic Setting

United States

Institutional Context

University based

Certification Level

Programatic Focus

Literacy Education

Research Location Context

University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

301

Other Participant Data

Teacher Educators

Duration of Data Collection

Not clear

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