Promise and possibility ‐ hope for teacher education: Pre‐service literacy instruction can have an impact

Abstract

The purpose of this study was to identify the literacy knowledge, beliefs and self‐efficacy of 52 undergraduate elementary pre‐service teachers prior to and at the conclusion of a reading methods course. The teacher candidates completed the Theoretical Orientation to Reading Profile (TORP, DeFord, 1985), the Teacher Self Efficacy Literacy Scale (TSELS, Johnson & Tschannen‐Moran, 2003) and an instructor‐made questionnaire. Quantitative results indicated the change of beliefs (TORP) and self‐efficacy (TSELS) were significant. Qualitative results indicated the novice teachers’ knowledge aligned with their beliefs. This study is important because our findings contradict the belief that teacher education has not generally been viewed as powerful enough to affect pre‐service teachers’ beliefs and views. Our findings show the teacher education program can be effective in changing student views. Implications for this study are addressed.

Reference

Shaw, D., Dvorak, M., & Bates, K. (2007). Promise and possibility ‐ hope for teacher education: Pre‐service literacy instruction can have an impact. Reading Research and Instruction, 46(3), 223-254. http://dx.doi.org/10.1080/19388070709558469

Journal

Reading Research and Instruction

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

mixed methods

Geographic Setting

Midwestern University

Institutional Context

University based

Certification Level

Elementary

Programatic Focus

Elementary

Research Location Context

Reading methods
University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

2 academic semesters

Data Sources

Questionnaire
Teachers 'Sense of Efficacy for Literacy Instruction Scale (TSELS) (Johnson & Tschannen-Moran, 2003)
Theoretical Orientation to Reading Profile (TORP) (DeFord, 1985)

Data Analysis Tools

coding (emergent categories)
Statistical analysis

Researcher Positionality

inside (staying their own students)

Research Questions

What beliefs about literacy instruction do pre-service teachers' have at the beginning of the semester?
Is this research question explicit from the manuscript? Yes

Do their beliefs change over the course of the semester?
Is this research question explicit from the manuscript? Yes

To what degree does the self-efficacy of undergraduates in a literacy methods class change over the course of the semester?
Is this research question explicit from the manuscript? Yes

What knowledge do pre-service teachers possess about reading development and instructional strategies and skills before and after literacy methods instruction?
Is this research question explicit from the manuscript? Yes

Do the teacher candidates utilize in their personal reading practices the same strategies, which are reflected in their beliefs about how reading should be taught to students?
Is this research question explicit from the manuscript? Yes