Pre-service teachers’ use of reading strategies in their own readings and future classrooms
Abstract
The main purpose of this study was to determine pre-service teachers' use of reading strategies in their own readings. In addition, pre-service teachers' use of these strategies in their future teaching practices was also investigated. The subjects for this study were 505 pre-service teachers enrolled in one of the major universities in Ankara. The results of the study revealed that pre-service teachers employed 28 out of 38 reading strategies most of the time, but interview results illustrated that they reported using very limited scope of reading strategies. An interesting finding in this study was that all subjects accepted the responsibility to teach and improve their future students' reading skills.
Reference
Akyol, H., & Ulusoy, M. (2010). Pre-service teachers’ use of reading strategies in their own readings and future classrooms. Teaching and Teacher Education, 26(4), 878–884.
Journal
Teaching and Teacher 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
- Concurrent Triangulation Design
- mixed methods
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- early childhood education
- Elementary
- Mathematics
- Science
- Social Studies
- Turkish Language Arts
Research Location Context
Preservice Participants
Preservice Sample Size
505
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality