Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA

Abstract

The present study examined preservice teachers’ (PSTs) knowledge of basic language constructs across four different English-speaking teacher preparations programs. A standardized survey was administered to participants from Canada (n = 80), England (n = 55), New Zealand (n = 26), and the USA (n = 118). All participants were enrolled in undergraduate university programs that led to teacher certification for general education in the primary grades. Our data reveal that preservice teachers from all four countries show patterns of relative strength in areas that were targeted to be crucial within their national initiatives. Nevertheless, in general, PSTs demonstrated a lack of knowledge of certain constructs needed to teach early reading skills. The results are discussed in relation to research reports and initiatives regarding beginning reading instruction from each of the four countries.

Reference

Washburn, E. K., Binks-Cantrell, E. S., Joshi, R. M., Martin-Chang, S., & Arrow, A. (2016). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of dyslexia, 66(1), 7-26.

Journal

Annals of Dyslexia

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Descriptive study

Geographic Setting

Canada
England
New Zealand
United States

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

Elementary

Research Location Context

University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

279

Duration of Data Collection

Data Sources

knowledge of language constructs scale Binks-Cantrell et al. (2012)

Data Analysis Tools

Descriptive Analysis
Descriptive statistics

Researcher Positionality

Outside (not directly invested in the program or operations)

Research Questions

What knowledge and ability of basic language constructs do Canadian, English, New Zealander, and US preservice teachers possess?
Is this research question explicit from the manuscript? Yes

What, if any, patterns exist in and across groups of preservice teachers?
Is this research question explicit from the manuscript? Yes