Guided Field Observations: Variables Related to Preservice Teachers’ Knowledge about Effective Primary Reading Instruction
Abstract
Relations between preservice teachers’ guided field observations of primary literacy instruction and knowledge about effective beginning reading practices were explored. Preservice teachers (n=48) participated in a Directed Field Experience course including instruction on and observations of exemplary teaching practices promoting student engagement and literacy achievement. Correlations, calculated between the quantity of exemplary reading instruction practices observed by preservice teachers and the accuracy of observations with their knowledge about effective beginning literacy instruction, suggest guided field observations of exemplary practices may positively impact preservice teachers’ knowledge of effective early literacy instruction. Observing more exemplary practices was associated with preservice teachers’ knowledge acquisition represented in concept maps (r= .368; p= .015). Practices promoting a generally motivating classroom atmosphere were more readily understood by preservice teachers than intricate subtleties of motivating literacy instruction.
Reference
Roehrig, A. D., Guidry, L. O., Bodur, Y., Guan, Q., Guo, Y., & Pop, M. (2008). Guided field observations: Variables related to preservice teachers' knowledge about effective primary reading instruction. Literacy Research and Instruction, 47(2), 76-98.
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
48
Duration of Data Collection
Data Sources
- Classroom AIMS Instrument: A Checklist of Effective Classroom Practices
- concept maps
- course materials
Data Analysis Tools
- coding (non-specific)
- Statistical analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
"1. How are the types of effective beginning reading instruction practices for motivating children recorded during observations related to the motivational practices represented on preservice teachers’ concept maps?" (p. 82).
Is this research question explicit from the manuscript? Unknown
"2. How is the quantity of effective reading instruction practices for motivating children observed by preservice teachers related to their knowledge about effective beginning literacy instruction?" (p. 82).
Is this research question explicit from the manuscript? Unknown
"3. How is the accuracy of their observations related to their knowledge about effective beginning literacy instruction?" (p. 82).
Is this research question explicit from the manuscript? Unknown