ERIC Number: ED215293
Record Type: RIE
Publication Date: 1982-Feb
Reference Count: 0
The Relationship between Reading Methods Courses and Student Teaching.
Blair, Timothy R.
The purpose of this study was to compare the performances of undergraduates on a knowledge test of reading (before and after student teaching) with the amount of effort committed to reading instruction by their respective supervisory teachers. The Artley-Hardin "Inventory of Teacher Knowledge of Reading" was administered to three classes of senior education majors following their eight-week reading methods course and again following their eight weeks of student teaching. Supervisory teachers were rated on the "Teacher Effort Scale in Reading." Results of the knowledge test showed no significant differences between student teachers with supervisory teachers rated high in teacher effort and those with supervisory teachers rated low in teacher effort. The results raised questions about the accepted intent of student teaching and the perfunctory treatment given the whole area of classroom organization and management in preservice training. If, as the results suggest, student teaching does not make a significant contribution to prospective teachers' knowledge of reading, the current emphasis on extensive field experience would seem to be of benefit only if systematic training and practice is given to student teachers in various management techniques. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Houston, TX, February 1982). Not available in paper copy due to marginal legibility of original document.