A Critical Analysis of Research on Reading Teacher Education

Autor/inn/en	Risko, Victoria J.; Roller, Cathy M.; Cummins, Carrice; Bean, Rita M.; Block, Cathy Collins; Anders, Patricia L.; Flood, James
Titel	A Critical Analysis of Research on Reading Teacher Education
Quelle	In: Reading Research Quarterly, 43 (2008) 3, S.252-288 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1598/RRQ.43.3.3
Schlagwörter	Teacher Education; Criticism; Reading Teachers; Pedagogical Content Knowledge; Reading Instruction; Teaching Methods; Educational Research; Coding; Teacher Attitudes; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Kritik; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Pädagogische Kompetenz; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Codierung; Programmierung; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors' coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers' knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research. (Contains 5 tables and 4 notes.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10