Preservice reading teachers’ self-awareness of past learning and development as motivation for continued learning.
Abstract
Reference
Kaplan, D. S. (2001). Preservice reading teachers' self-awareness of past learning and development as motivation for continued learning. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 300-310), Chicago, Ill: National Reading Conference.
Journal
Yearbook of the National Reading Conference
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
- field-based methods course
- Reading methods
Preservice Participants
- undergraduates in a Reading Methods course
Preservice Sample Size
166
Duration of Data Collection
Data Sources
- pre- and post-questionnaires
Data Analysis Tools
- Ordinary Least Squares (OLS) regression
- Quantitative analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
To what extent were preservice reading teachers' perceptions about their continued need to learn more about select literacy pedagogy topics related to their pre-course motivation to learn about the topics and to their perceptions of the importance of these topics, their pre-course knowledge of the topics, and their immediate learning about them in their current reading methods course?
Is this research question explicit from the manuscript? Yes
To what extent were the preservice reading teachers' perceptions about their continued need to learn more about select literacy pedagogy topics related to their experiences in their field-based reading practicum classroom?
Is this research question explicit from the manuscript? Yes