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

Yıl 2018, Cilt: 7 Sayı: 2, 101 - 122, 01.06.2018

Laurie A. Sharp Roberta D. Raymond Rebekah Piper

Öz

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

Anahtar Kelimeler

Literacy, teacher preparation, teacher educators, preservice teachers

Kaynakça

• Bainbridge, J. M., & Macy, L. (2008). Voices: Student teachers link teacher education to perceptions of prepardness [sic] for literacy teaching. Teacher Education Quar- terly, 35(2), 65-83. Retrieved from http://www.teqjournal.org/
• Ball, D. L., & McDiarmid, G. W. (1990). The subject-matter preparation of teachers. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teach- er education (pp. 423-436). New York, NY: Macmillan Publishing Company.
• Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., . . . McDonald, M. (2005). Teaching diverse learners. In L. Darling-Hammond & J.
• Baruch, Y. (1999). Response rate in academic studies: A comparative analysis. Human Relations, 52(4), 421-438. doi:10.1177/001872679905200401
• Bean, R. M., Kern, D., Goatley, V., Ortlieb, E., Shettel, J., Calo, K, . . . Cas- sidy, J. (2015). Specialized literacy professionals as literacy leaders: Results of a national survey. Literacy Research and Instruction, 54(2), 83-114. doi: 0.1080/19388071.2014.998355
• Beauchamp, C. (2014). Reflection in teacher education: Issues emerging from a review of current literature. Reflective Practice: International and Multidisciplinary Per- spectives, 16(1), 123-141. doi:10.1080/14623943.2014.982525
• Beck, C., Kosnik, C., & Rowsell, J. (2007). Preparation for the first year of teach- ing: Beginning teachers’ views about their needs. The New Educator, 3(1), 51-73. doi:10.1080/15476880601141581
• Berger, P. L. & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York, NY: Anchor Books.
• Brock, C. H., Case, R., & Taylor, S. S. (2013). Dilemmas in guiding pre-service teach- ers to explore literacy instruction and diversity. Teacher Education Quarterly, 40(1), 81-100. Retrieved from http://www.teqjournal.org/
• Cappello, M., & Farnan, N. (2006). Teacher preparation program situate school curric- ula in the larger context of teaching and learning. In S. D. Lenski, D. L. Grisham, & L. S. Wold (Eds.), Literacy teacher preparation: Ten truths teacher educators need to know (pp. 64-75). Newark, DE: International Reading Association.
• Castro, A. J. (2010). Themes in the research on preservice teachers’ views of cultural diversity: Implications for researching millennial preservice teachers. Education- al Researcher, 39(3), 198-210. doi:10.3102/0013189X10363819
• Clark, S. K., Jones, C. D., Reutzel, D. R., & Andreasen, L. (2013). An examination of the influences of a teacher preparation program on beginning teachers’ reading instruction. Literacy Research and Instruction, 52(2), 87-105. doi:10.1080/1938 8071.2012.754520
• Conley, M. W. (2012). Foregrounding the disciplines for teacher preparation in second- ary literacy. Journal of Adolescent & Adult Literacy, 56(2), 141-150. doi:10.1002/ JAAL.00115
• Crumpler, T. P., & Spycher, E. (2006). Assessment has a dual purpose in teacher prepa- ration programs. In S. D. Lenski, D. L. Grisham, & L. S. Wold (Eds.), Literacy teacher preparation: Ten truths teacher educators need to know (pp. 92-101). Newark, DE: International Reading Association.
• Darling-Hammond, L. (2010). The flat world and education: How America’s commit- ment to equity will determine our future. New York, NY: Teachers College Press
• Darling-Hammond, L., & Cobb, V. (1996). The changing context of teacher education. In F. B. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp. 14–62). San Francisco, CA: Jossey-Bass.
• Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond, & J.
• Draper, R. J., Broomhead, P., Jensen, A. P., & Nokes, J. D. (2012). (Re)imagining lit- eracy and teacher preparation through collaboration. Reading Psychology, 33(4), 367-398. doi:10.1080/02702711.2010.515858
• Dunlap, K., & Hansen-Thomas, H. (2011). Taking the reins: Preservice teachers practicing leadership. Educational Horizons, 90(1), 21-24. doi:10.1177/0013175X1109000107
• Dyce, C. M., & Owusu-Ansah, A. (2016). Yes, we are still talking about diversity: Diversity education as a catalyst for transformative, culturally relevant, and re- flective preservice teacher practices. Journal of Transformative Education, 14(4), 327-354. doi:10.1177/1541344616650750
• Ehri, L. C.., & Williams, J. P. (1996). Learning to read and learning to teach reading. In F. B. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp. 231–244). San Francisco, CA: Jossey-Bass.
• Fang, Z. (2014). Preparing content area teachers for disciplinary literacy instruction: The role of literacy teacher educators. Journal of Adolescent & Adult Literacy, 57(6), 444-448. doi:10.1002/jaal.269
• Fisher, D., & Frey, N. (2015). Engaging the adolescent learner: Setting the stage for 21st century learning. Newark, DE: International Literacy Association.
• Glickman, C., & Bey, T. M. (1990). Supervision. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education (pp. 549-566). New York, NY: Macmillan Publishing Company.
• Graves, M. F., Pauls, L. W., & Salinger, T. (1996). Reading curriculum and instruction. In F. B. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp. 217–230). San Francisco, CA: Jossey- Bass.
• Griffith, R., Bauml, M., & Quebec-Fuentes, S. (2016). Promoting metacognitive deci- sion-making in teacher education, Theory into Practice, 55(3), 242-249. doi:10.1 080/00405841.2016.1173997
• Grisham, D. L., Yoder, K. K., Smetana, L., Dobler, E., Wolsey, T. D., Lenski, S. J., & ... Scales, W. D. (2014). Are teacher candidates learning what they are taught? Declarative literacy learning in 10 teacher preparation programs. Teacher Educa- tion and Practice, 27(1), 168-189. Retrieved from https://rowman.com/page/TEP
• Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-im- agining teacher education. Teachers and Teaching: Theories and Practice, 15(2), 273-289. doi:10.1080/13540600902875340
• Grossman, P., Schoenfeld, A., & Lee, C. (2005). Teaching subject matter. In L. Dar- ling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 201-231). San Francisco, CA: Jossey-Bass.
• Haddix, M. (2015). Preparing community-engaged teachers. Theory into Practice, 54(1), 63-70. doi:10.1080/00405841.2015.977664
• Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358-389). San Fran- cisco, CA: Jossey-Bass.
• Harré, R. (2002). Public sources of the personal mind: Social constructionism in con- text. Theory & Psychology, 12(5), 611-623. doi:10.1177/0959354302012005895
• Hathaway, J. I., Martin, C. S., & Mraz, M. (2016). Revisiting the roles of literacy coaches: Does reality match research?. Reading Psychology, 37(2), 230-256. doi: 10.1080/02702711.2015.1025165
• Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards defi- nition and implementation. Teaching and Teacher Education, 11(1), 33-49. doi:10.1016/0742-051X(94)00012-U
• Hollins, E. R. (2011). Teacher preparation for quality teaching. Journal of Teacher Education, 62(4), 395-407. doi:10.1177/0022487111409415
• Hoffman, J. V., Wetzel, M. M., & Peterson, K. (2016). Approximating literacy practic- es in tutorials: What is learned and what matters for teacher preparation. Literacy Research and Instruction, 55(3), 183-208. doi:10.1080/19388071.2015.1128023
• International Literacy Association. (2015). Preliminary report on teacher preparation for literacy instruction (Report No. 9413). Newark: DE: International Literacy Association. Retrieved from https://www.literacyworldwide.org/docs/default- source/where-we-stand/teacher-preparation-report.pdf?sfvrsn=4
• International Literacy Association. (2017a). Standards for the Preparation of Literacy Professionals 2017: Frequently asked questions (updated). Retrieved from Inter- national Literacy Association’s website: https://www.literacyworldwide.org/docs/ default-source/resource-documents/ila-standards-2017-faq.pdf
• International Literacy Association. (2017b). Standards for the Preparation of Literacy Professionals 2017: Key shifts in roles and standards (updated). Retrieved from International Literacy Association’s website: http://www.literacyworldwide.org/ docs/default-source/resource-documents/standards-chart.pdf
• International Literacy Association, & National Council of Teachers of English. (2017). Literacy teacher preparation. Retrieved from the International Literacy Associa- tion’s website: https://www.literacyworldwide.org/docs/default-source/where- we-stand/ila-ncte-teacher-prep-advisory.pdf?sfvrsn=4
• International Reading Association. (2010). Standards for reading professionals: Re- vised 2010. Newark, DE: International Reading Association.
• Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M. E., Ocker-Dean, E., & Smith, D. L. (2009). Why elementary teachers might be inadequately prepared to teach reading. Journal of Learning Disabilities, 42(5), 392-402. doi:10.1177/0022219409338736
• Kreamelmeyer, K., Kline, A., Zygmunt, E., & Clark, P. (2016). To see or not to see: Preservice teacher attitudes toward color blindness. The Teacher Educator, 51(2), 136-152. doi:10.1080/08878730.2016.1152841
• Lacina, J., & Block, C. C. (2011). What matters most in distinguished literacy teacher education programs. Journal of Literacy Research, 43(4), 319-351. doi:10.1177/1086296X11422033
• Laughter, J. C. (2011). Rethinking assumptions of demographic privilege: Diversity among White preservice teachers. Teaching and Teacher Education, 27(1), 43-50. doi:10.1016/j.tate.2010.07.001
• Lenski, S., Ganske, K., Chambers, S., Wold, L., Dobler, E., Grisham, D. L., . . . Young, J. (2013). Literacy course priorities and signature aspects of nine elementary ini- tial licensure programs. Literacy Research and Instruction, 52(1), 1-27, doi:10.10 80/19388071.2012.738778
• Martinez, G. (2011). Literacy success: Fifty students from areas throughout the United States share their stories. Journal of Adolescent & Adult Literacy, 55(3), 221-231. doi:10.1002/JAAL.00027
• McGrail, E., Sachs, G. T., Many, J., Myrick, C., & Sackor, S. (2011). Technology use in middle-grades teacher preparation programs. Action in Teacher Education, 33(1), 63-80. doi:10.1080/01626620.2011.559443
• McLean, C. A., & Rowsell, J. (2013). (Re)designing literacy teacher education: A call for change. Teaching Education, 24(1), 1-26.doi:10.1080/10476210.2012.721127
• McTavish, M., & Filipenko, M. (2016). Reimagining understandings of lit- eracy in teacher preparation programs using digital literacy autobiogra- phies. Journal of Digital Learning in Teacher Education, 32(2), 73-81. doi: 10.1080/21532974.2016.1138914
• Myers, J., Scales, R. Q., Grisham, D. L., Wolsey, T. D., Dismuke, S. Smetana, L., . . . Martin, S. (2016). What about writing? A national exploratory study of writing instruction in teacher preparation programs. Literacy Research and Instruction, 55(4), 309-330. doi:10.1080/19388071.2016.1198442
• National Council of Teachers of English. (2013). The NCTE definition of 21st century literacies. Retrieved from the National Council of Teachers of English website: http://www.ncte.org/positions/statements/21stcentdefinition
• Oslick, M. E., & Lane, H. (2014). Meeting the needs of struggling readers: Using read- ing assessments in a graduate-level reading course. Action in Teacher Education, 36(5-6), 533-545. doi:10.1080/01626620.2014.977754
• Pappamihiel, N. E., Ousley-Exum, D., & Ritzhaupt, A. (2017). The impact of digital stories on preservice teacher beliefs about English language learners. Teaching and Teacher Education, 67, 171-178. doi:10.1016/j.tate.2017.06.014
• Partnership for 21st Century Learning. (2015). The 4Cs research series. Retrieved from the Partnership for 21st century learning website: http://www.p21.org/our- work/4cs-research-series
• Riley, K., & Solic, K. (2017). “Change happens beyond the comfort zone”: Bringing undergraduate teacher-candidates into activist teacher communities. Journal of Teacher Education, 68(2), 179-192. doi:10.1177/0022487116687738
• Rogers, C., & Scales, R. Q. (2013). Preservice teachers’ perceptions of teacher lead- ership: Is it about compliance or understanding?. Issues in Teacher Education, 22(2), 17-37. Retrieved from https://www.itejournal.org/
• Sayeski, K. L., Gormley Budin, S. E., & Bennett, K. (2015). Promising practices in the preparation of special educators to provide reading instruction. Intervention in School and Clinic, 51(2), 82-89. doi:10.1177/1053451215579266
• Short, K. G., Day, D., & Schroeder, J. (Eds.) (2016). Teaching globally: Reading the world through literature. Portland, ME: Stenhouse Publishers.
• Spear-Swerling, L., & Cheesman, E. (2012). Teachers’ knowledge base for imple- menting response-to-intervention models in reading. Reading and Writing, 25(7), 1691-1723. doi:10.1007/s11145-011-9338-3
• Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher ed- ucation. Teaching and Teacher Education, 4(2), 99-110. doi:10.1016/0742- 051X(88)90011-X
• Tompkins, G. E. (2017). Literacy for the 21st century: A balanced approach (7th ed.). Boston, MA: Pearson Education.
• Washburn, E. K., & Mulcahy, C. A. (2014). Expanding preservice teachers’ knowl- edge of the English language: Recommendations for teacher educators. Reading & Writing Quarterly, 30(4), 328-347. doi:10.1080/10573569.2013.819180
• Wetzel, M. M., Roser, N. L., Hoffman, J. V., Martínez, R. A., & Price-Dennis, D. (2016). “I couldn’t have learned this any other way”: Learning to teach literacy across concurrent practicum experiences. Action in Teacher Education, 38(1), 70- 85. doi:10.1080/01626620.2015.1118412
• Wickstrom, C. D., Patterson, L., & Zeek, C. K. (2006). Rigor in literacy course work emphasizes the integration of theory and practice. In S. D. Lenski, D. L. Grisham, & L. S. Wold (Eds.), Literacy teacher preparation: Ten truths teacher educators need to know (pp. 22-31). Newark, DE: International Reading Association.
• Wold, L., Young, J. R., & Risko, V. J. (2011). Qualities of influential litera- cy teacher educators. Literacy Research and Instruction, 50(2), 156-172. doi:10.1080/19388071003746388
• Wolsey, T. D., Young, J. R., Scales, R. Q., Scales, W. D., Lenski, S., Yoder, K. K., . . . Chambers, S. A. (2013). An examination of teacher education in literacy in- struction and candidate perceptions of their learned literacy practices, Action in Teacher Education, 35(3), 204-222. doi:10.1080/01626620.2013.806230
• Yontz, B. D. (2013). Preservice teachers’ perspectives of the emphasis on stewardship from their initial teacher preparation. Action in Teacher Education, 35(5-6), 344- 353. doi:10.1080/01626620.2013.846160