Old habits die hard: literacy practices of pre-service teachers
Abstract
Reading methodology in pre-service teacher training may not be effective because of the literacy beliefs and practices of the trainees. This paper examines the reading practices of a group of pre-service teachers (n=29) in Singapore. Their personal approach to reading revealed that the majority split reading into two domains: leisure reading and academic reading. Trainees use multiple strategies in reading but these are confined to their leisure reading; for academic reading, they adopt a different set of strategies that are geared to remembering rather than comprehension or evaluation. These representations of reading and the associated strategies are developed and reinforced during their schooling. Due to the lack of congruence between the training and trainees' own representations, trainees fall back on remembered routines during their teaching.
Reference
Gupta, R. (2004). Old habits die hard: Literacy practices of pre-service teachers. Journal of Education for Teaching, 30(1), 67-78.
Journal
Journal of Education for Teaching
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
- Teacher training institute
Certification Level
Programatic Focus
Research Location Context
- Reading research elective
Preservice Participants
Preservice Sample Size
29
Duration of Data Collection
Data Sources
- class assignment reflections
- student work
- written reflections/class papers
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
What are the prior beliefs and practices preservice teachers exercise about language education, particularly regarding reading instruction?
Is this research question explicit from the manuscript? Combination