An Exploratory Study Examining the Influence of the Number of Reading Methods Courses on Pre-Service and In-Service Teacher Perceptions of Ability to Teach Reading

Autor/in	Clark, Sarah
Titel	An Exploratory Study Examining the Influence of the Number of Reading Methods Courses on Pre-Service and In-Service Teacher Perceptions of Ability to Teach Reading
Quelle	In: Asia-Pacific Journal of Teacher Education, 44 (2016) 2, S.125-141 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2015.1066492
Schlagwörter	Methods Courses; Reading Strategies; Student Teacher Attitudes; Teaching Skills; Matched Groups; Followup Studies; Self Efficacy; Teacher Competencies; Sustainability; Mail Surveys; Incidence; Elementary School Teachers; Influences; Knowledge Base for Teaching; Likert Scales; Factor Analysis + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Reading strategy; Leselernstufe; Lesetechnik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Follow-up studies; Kontaktstudium; Self-efficacy; Selbstwirksamkeit; Lehrkunst; Nachhaltigkeit; Erhebungsinstrument; Vorkommen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Influence; Einfluss; Einflussfaktor; Teaching theory; Theory of teaching; Unterrichtstheorie; Likert-Skala; Faktorenanalyse
Abstract	Teacher education programmes (TEPs) are left with limited research on how the coursework they provide influences the perceptions teachers have about their ability to teach young children how to read--especially over the long term. The purpose of this study was to compare how teacher candidates rate their ability to teach reading at the conclusion of their TEP, and then again after a year of teaching. The matched participants (N = 126) were elementary education teachers representing five TEPs in one US state. Results revealed that the number of reading methods courses provided does influence the perceptions of pre-service and in-service teachers. Teachers who had two reading methods courses compared with teachers who had only one reading methods course reported statistically significant higher scores at the pre-service stage and were able to maintain higher scores at the in-service stage. Implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01