Planning on preservice teachers’ affective domains of reading
Abstract
This mixed-methods investigation focuses on three children's literature course instructors' perceptions of elementary preservice teachers' affective domains of reading, how these perceptions shaped course instruction, and the subsequent influence on preservice teachers' affective domains of reading. Analysis of interviews, observations of class sessions, and course artifacts revealed that instructors recognized students' varying affective domains and their view of reading as a job. Observations and interviews with students revealed several common instructional decisions that improved students' affective domains: positive interaction with students, self-selected reading, frequent experiences with quality literature, and activities that mirror elementary classroom practices found to improve reading motivation.
Reference
Davis-Duerr, J. (2015). Planning on Preservice Teachers' Affective Domains of Reading. Journal of Reading Education, 40(3), 17-22.
Journal
Journal of Reading 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
- 2-year Community College
- University based
Certification Level
- early childhood
- Elementary
Programatic Focus
- early childhood education
- Elementary
Research Location Context
- 2-year Community College
- Literacy methods course
- University
Preservice Participants
- 2-year Community College Students
- Undergraduates (university based program)
Preservice Sample Size
68
Other Participant Data
- Teacher Educators
- University Professor
Duration of Data Collection
Data Sources
- Course Handouts
- course materials
- Exams
- Interviews
- lesson plans
- Observations
- Survey
- Syllabi from University courses
Data Analysis Tools
- Constant comparative analysis
- Statistical analysis
Researcher Positionality
- Outside (not directly invested in the program or operations)
Research Questions
What are instructors’ perceptions of their students’ views of reading and themselves as readers?
Is this research question explicit from the manuscript? Yes
How do instructors’ perceptions shape their instructional decisions in their courses?
Is this research question explicit from the manuscript? Yes