An Examination of Preservice Partnerships during a Reading Methods Course: Do They Increase Perceptions of Ability?

Y

12

Preservice Teachers; Methods Courses; Teacher Education Curriculum; Reading Teachers; Partnerships in Education; Preservice Teacher Education; Reading Instruction; Reading Ability; Program Effectiveness; Learning Activities; Statistical Significance; Mixed Age Grouping; Learning Experience; Elementary School Students; Self Evaluation (Individuals); Self Concept Measures; Teacher Student Relationship; Attitude Change

10.1080/10901027.2012.705808

1090-1027

This quantitative study examined the effectiveness of pairing preservice teachers with young readers during a 9-week reading methods course to participate together in reading-related activities and partner journaling. It was hypothesized that these preservice partnerships would strengthen preservice teacher perceptions about their ability to perform reading instructional tasks. Findings revealed that these one-on-one partnerships did not result in statistically significant higher scores on a self-perception scale when compared with scores of preservice teachers who did not engage in these partnering experiences. Suggestions are made to assist preservice teachers make stronger connections between hands-on, authentic experiences and their ability to perform tasks required of reading teachers. (Contains 1 figure and 2 tables.)

As Provided

41

2012

EJ975772