Learning to teach struggling (and non-struggling) elementary school readers: An analysis of preservice teachers’ knowledges
Abstract
The purpose of this research was to describe elementary school preservice teachers' beliefs. understandings. and instruction of struggling and non-struggling readers as they evolved over time in two university reading education courses with a field component. Using a qualitative content analysis. we analyzed the assignments of 22 preservice teachers across one year of their teacher education program. We found that, throughout the year, preservice teachers improved in their abilities to integrate their personal, practical, and professional knowledges to inform their reading instruction. Their misunderstandings surrounding reading instruction decreased while their abilities to examine reading instruction critically and estimations of their preparedness to teach struggling readers increased. Preservice teachers' views about the value of assessing students' reading proficiency became increasingly more positive as did perceptions about the importance of tutoring struggling readers. Finally, implications are made to suggest how university reading education courses may support the lean-ing and development of future preservice teachers.
Reference
Duffy, A. & Atkinson, T. (2001). Learning to teach struggling (and non‐struggling) elementary school readers: An analysis of preservice teachers’ knowledges. Reading Research and Instruction, 41(1), 83-102. http://dx.doi.org/10.1080/19388070109558359
Journal
Reading 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
- "longitudinal": across varying classes over time
- Action Research
- Design Development
- design study
- qualitative content analysis
- Qualitiative
Geographic Setting
- University of North Carolina at Greensboro
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Elementary school
- field-based methods course
Preservice Participants
- undergraduates in a Reading Methods course
Preservice Sample Size
22
Other Participant Data
Duration of Data Collection
Data Sources
- class assignment reflections
- email correspondence
- Literacy history
Data Analysis Tools
- Qualitative Content Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What are the processes that elementary pre-service teachers go through as they learn and continue to learn to teach reading?
Is this research question explicit from the manuscript? Combination
How did preservice teachers' beliefs, understandings, and instruction of struggling and non struggling
readers evolve over time in two university reading education courses with field components?
Is this research question explicit from the manuscript? Combination