The Preparedness of Preservice Literacy Teachers: Viewpoints among Literacy Teacher Educators

Abstract

Much literature has expressed concerns regarding preparation efforts for all aspects of literacy throughout all K-12 teaching areas, yet few studies have investigated preparedness through viewpoints of those who prepare literacy teachers. The purpose for the current study was to determine how literacy teacher educators view current levels of preparation among preservice literacy teachers with the dispositions, knowledge, and skills articulated by professional literacy standards. The current study utilized a cross-sectional, survey research design among 65 survey respondents selected by purposive sampling techniques. Data were analyzed quantitatively using descriptive statistics, and results were reported in the form of frequency counts and percentages. Findings revealed areas of strength and areas needing improvement with specific aspects of the professional literacy standards. Implications from these findings were discussed, as well as limitations of the current study and recommendations for future research

Keywords

• Literacy, teacher preparation, teacher educators, preservice teachers

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