Delving deeper into the construct of preservice teacher beliefs about reading instruction for students with disabilities.
Abstract
The purpose of this study was to complete an in-depth examination of the construct of teacher beliefs by investigating preservice teachers’ beliefs about reading instruction for students with disabilities. Interview and artifact data were collected for 11 preservice teachers during a 10-month period. Dimensions of beliefs investigated were expressed beliefs and beliefs-in-use, the stability of beliefs, and sources of beliefs. Results indicate that preservice teachers’ beliefs systems are complex, made up of enduring, deeply rooted expressed beliefs as well as beliefs-in-use that are highly dependent on discipline-specific working knowledge. These beliefs are not the same in how they are formed or sustained; thus, an implication of this study’s findings is that researchers and teacher educators be more specific and explicit when describing studies of preservice teacher beliefs. Additional implications for future research and practice regarding the relationship between teacher beliefs and teacher education are provided.
Reference
Leko, M. M., Kalukarni, S., Lin, M. & Smith, S. A., (2015). Delving deeper into the construct of preservice teacher beliefs about reading instruction for students with disabilities. Teacher Education and Special Education, 38(3), 186-206. doi:10.1177/0888406414557677
Journal
Teacher Education and Special Education
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
- reading course for students with LDs and emotional and behavioral disabilities
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
11
Duration of Data Collection
Data Sources
- concept maps
- Interviews
- journal entries
Data Analysis Tools
- Analytic memos
- coding (inferential)
- Inductive analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
"What are preservice
teachers’ expressed beliefs and beliefs-in-use
regarding reading instruction for students
with disabilities and how do these two categories
of beliefs relate?" (p. 190)
Is this research question explicit from the manuscript? Yes
"Which beliefs seem
to be stable or deeply rooted (i.e., do not
change over time or context) versus malleable?" (p. 190)
Is this research question explicit from the manuscript? Yes
"What factors influence
preservice teachers’ beliefs? Answers to
these questions will help teacher educators
and researchers better understand the complexities
underlying special education preservice
teacher beliefs?" (p. 190)
Is this research question explicit from the manuscript? Yes