New Teachers Talk about Their Preparation to Teach Early Literacy

Autor/inn/en	Meeks, Linda; Madelaine, Alison; Stephenson, Jennifer
Titel	New Teachers Talk about Their Preparation to Teach Early Literacy
Quelle	In: Australian Journal of Learning Difficulties, 25 (2020) 2, S.161-181 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meeks, Linda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2020.1792520
Schlagwörter	Beginning Teachers; Career Readiness; Emergent Literacy; Beginning Reading; Reading Instruction; Phonics; Phonological Awareness; Teacher Attitudes; Self Evaluation (Individuals); Preservice Teacher Education; Educational Quality; Practicums; Theory Practice Relationship; College Graduates; Pedagogical Content Knowledge; Teacher Competencies; Foreign Countries; Elementary School Teachers; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Frühleseunterricht; Erstleseunterricht; Leseunterricht; Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Quality of education; Bildungsqualität; Practicum; Praktikum; Praktika; Theorie-Praxis-Beziehung; Hochschulabsolvent; Hochschulabsolventin; Pädagogische Kompetenz; Lehrkunst; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	Individual telephone interviews with 11 Australian beginning teachers who were newly appointed, or seeking a teaching position, were used to explore their perceptions of their preparation to teach early reading. Interviewees provided self-ratings of preparedness and ability to teach early reading, information about their knowledge of early reading instruction and information regarding their opinions of the quality and content of their teacher education courses in relation to the teaching of beginning reading. The results indicate that most of the interviewees demonstrated inadequate knowledge of the subject-specific content of beginning reading and that they were generally critical of their preservice preparation, especially with regard to translating theory into classroom practice. These findings have serious implications for the quality of student learning in early years classrooms and for those students who struggle to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01