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ERIC Number: EJ696846
Record Type: Journal
Publication Date: 2005-Jan
Pages: 21
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0013-5984
Teachers' Preparation to Teach Reading and Their Experiences and Practices in the First Three Years of Teaching
Hoffman, James V.; Roller, Cathy; Maloch, Beth; Sailors, Misty; Duffy, Gerald; Beretvas, S. Natasha
Elementary School Journal, v105 n3 p267 Jan 2005
The study reported in this article focused on the preparation of elementary preservice teachers to teach reading and on their first 3 years of teaching in schools. Graduates of 8 programs judged as "excellent" by an expert review panel participated in this study. The research was guided by 2 questions: (1) What effects do participation in and completion of an excellent reading teacher education program have on the experiences of teachers as they enter schools? and (2) How does teachers' preparation relate to their teaching practices? We used quantitative and qualitative research methods to explore these questions. The research design was quasi-experimental, with the teacher education program considered as the intervening variable. Comparison groups for graduates of the excellent programs included same-school, highly experienced teachers as well as same-school, same-years experienced teachers. Data were collected over 3 years. Results suggested that participation in a high-quality teacher preparation program had a positive influence on the transition of teachers entering the profession and on the adoption of effective teaching practices by these teachers. Graduates of the excellent programs were more effective than teachers in the comparison groups in creating and engaging their students with a high-quality literacy environment.
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: subscriptions@press.uchicago.edu
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A