An Examination of the Influences of a Teacher Preparation Program on Beginning Teachers’ Reading Instruction
Abstract
In this study, we tracked elementary preservice teachers' (N = 41) perceived ability to teach reading as they moved through their teacher preparation program. After graduation, we conducted follow-up teaching observations and interviews with five of these novice teachers to explore their perceptions about their ability to teach reading. An analysis of these data revealed four distinct themes: (1) alignment of reading instruction practices with preparation program, (2) the influence of teacher education, (3) the need for more training on meeting the needs of individual students, and (4) the possibility of connecting with teacher educators once graduates obtain full-time employment. Suggestions are made to help teachers feel more competent and capable in teaching children to read and as they make the transition from preservice to full-time teaching.
Reference
Clark, S. K., Jones, C. D., Reutzel, D. R., & Andreasen, L. (2013). An examination of the influences of a teacher preparation program on beginning teachers' reading instruction. Literacy Research and Instruction, 52(2), 87-105.
Journal
Literacy Research and Instruction
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
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
41
Duration of Data Collection
Data Sources
- Interviews
- Observations
- Self-Assessment of Proficiency to Perform Reading Tasks (SPPRT; Clark & Read, 2012)
Data Analysis Tools
- ANOVA
- coding (open to axial to selective
- Content analysis
- Statistical analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
"1. How do preservice teachers rate their ability to perform reading instructional tasks at three points in time during their teacher education?" (p. 90)
Is this research question explicit from the manuscript? Yes
"2. To what degree does the reading instruction of beginning reading teachers reflect what they were taught in their teacher preparation program?" (p. 90).
Is this research question explicit from the manuscript? Unknown
"3. How do beginning teachers describe their training and consequently, their ability to teach reading at the beginning of their first year of teaching?" (p. 90)
Is this research question explicit from the manuscript? Unknown