Promise and Possibility ‐ Hope for Teacher Education: Pre‐service Literacy Instruction Can Have an Impact

Reading research and instruction : the journal of the College Reading Association Pub Date : 2007-03-01 DOI:10.1080/19388070709558469

D. Shaw, M. Dvorak, K. Bates

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引用次数: 52

Abstract

Abstract The purpose of this study was to identify the literacy knowledge, beliefs and self‐efficacy of 52 undergraduate elementary pre‐service teachers prior to and at the conclusion of a reading methods course. The teacher candidates completed the Theoretical Orientation to Reading Profile (TORP, DeFord, 1985), the Teacher Self Efficacy Literacy Scale (TSELS, Johnson & Tschannen‐Moran, 2003) and an instructor‐made questionnaire. Quantitative results indicated the change of beliefs (TORP) and self‐efficacy (TSELS) were significant. Qualitative results indicated the novice teachers’ knowledge aligned with their beliefs. This study is important because our findings contradict the belief that teacher education has not generally been viewed as powerful enough to affect pre‐service teachers’ beliefs and views. Our findings show the teacher education program can be effective in changing student views. Implications for this study are addressed.

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教师教育的承诺和可能性-希望:职前扫盲教学可以产生影响

摘要本研究旨在了解52名本科小学职前教师在阅读方法课程前和课程结束时的读写知识、信念和自我效能感。教师候选人完成了阅读理论取向量表(TORP, DeFord, 1985)、教师自我效能素养量表(TSELS, Johnson & Tschannen - Moran, 2003)和教师问卷调查。定量结果显示信念改变(TORP)和自我效能感(TSELS)显著。定性结果表明，新教师的知识与信念一致。这项研究很重要，因为我们的发现与教师教育通常被认为不足以影响职前教师的信仰和观点的观点相矛盾。我们的研究结果表明，教师教育计划可以有效地改变学生的观点。讨论了本研究的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Reading research and instruction : the journal of the College Reading Association

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