NotesFAQContact Us
Search Tips
ERIC Number: ED519838
Record Type: Non-Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 0
Literacy Lessons and Preservice Teachers: Belief Systems, Reflective Responses
Thomas, Ursula
Online Submission
Purpose: The purpose of this research is to examine preservice teacher's knowledge bases and beliefs about literacy and the impact of their personal reading experiences on literacy instruction. Methodology: This study utilized mixed methodology. This included survey data and open coding. Data were collected using a survey, an annotated DRTA lesson plan, and a personal reading experience narrative. Results: The research reports that there are differences among beliefs concerning early literacy instruction and assessment of preservice teachers before the reading methods course. Conclusions: Preservice teachers are moderately familiar with knowledge bases concerning early literacy instruction and assessment before the reading methods courses. Recommendations: Further studies of the impact on foundations courses such as early childhood education and child psychology are warranted, as they seem to inform curriculum methods courses. (A bibliography is included.)
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A