An Exploration of Teacher Preparation Practices with Foundational Knowledge of Literacy

Abstract

The newly released Standards for the Preparation of Literacy Professionals 2017 published by the International Literacy Association provide the basis for high-quality teacher preparation with literacy . This study was part of a larger study that was conducted to explore preparation practices that teacher educators use to promote understandings among preservice teachers for each grade-level band (i.e., Pre-K/Primary, Elementary/Intermediate, Middle/High School). The larger study was a national endeavor that used a researcher-created survey to ascertain viewpoints from teacher educators affiliated with teacher preparation programs located in the United States. For this study, the researchers retrieved qualitative survey responses related to Standard 1: Foundational Knowledge from 132 survey respondents who were mostly seasoned teaching professionals with doctoral degrees. The researchers used conceptualizations of teacher knowledge as a theoretical lens to better understand reported preparation practices. Data were analyzed systematically with three coding cycles from which three themes emerged: Teacher Educator Pedagogy, Course Content, Student and Program Expectations. The researchers also compared data collected to the components of literacy associated with Standard 1: Foundational Knowledge and learned that teacher educators do not use preparation practices that evenly focus on all components of literacy. Based upon these findings, the researchers contended that teacher educators must examine their respective preparation program curricula to ensure that all components of literacy associated with foundational knowledge are addressed sufficiently.