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ERIC Number: ED563907
Record Type: Non-Journal
Publication Date: 2013
Pages: 283
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-9787-9
ISSN: N/A
Preservice Primary Teachers' Perspectives and Feelings about Readiness to Teach Reading
Burk, Sharon K.
ProQuest LLC, Ed.D. Dissertation, Walden University
The purpose of this exploratory qualitative study was to obtain perceptions of preservice primary teachers regarding their readiness to teach reading to primary grade children in order to address the declining reading levels of children. Literacy levels affect personal, educational, and professional pursuits. Parents, educators, and employers demand high levels of literacy and seek improvement. National, state, and local statistics show a persistence of low reading scores for the last 20 years, causing educational and political leaders to clamor for strategies to address low reading achievement. There is a gap in the practice of seeking in-depth input of preservice teachers. To address that gap, this study examined the readiness, academic knowledge, and lingering uncertainties of 4 preservice teachers for teaching reading to primary students. The participants came from public, private, faith-based, and online teacher preparation programs. Participants shared views and insights from their assimilated classroom knowledge answering open-ended questions from 3 domains: synthesis of a preservice teaching candidate, secondary components of teaching reading, and core components of teaching reading. Interviews were recorded and transcribed then analyzed according to an inductive and comparative method. Within-case and cross-case analyses yielded emergent, purposeful themes for local professional development on teaching reading geared towards preservice teachers. The interpretations of these themes were then externally audited to bolster their trustworthiness. These findings may equip preservice teachers to assess primary students and convey explicit instruction; these findings may also guide the efforts of inservice primary teachers who are challenged to expand their delivery of reading instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A