Delving Deeper Into the Construct of Preservice Teacher Beliefs About Reading Instruction for Students With Disabilities

Leko, Melinda M.; Kulkarni, Saili S.; Lin, Meng-Chuan; Smith, Shane A.

doi:10.1177/0888406414557677

Cited by 16 publications

(20 citation statements)

References 48 publications

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“…One line of research in special education focuses on preservice teacher beliefs. Leko et al (2014) studied 11 preservice teachers’ beliefs over a 10-month period. They found that strong beliefs did not change during this period.…”

Section: How Do We Define Beliefs?mentioning

confidence: 99%

“…Special education research has focused on the beliefs of special education teachers and general education teachers providing instruction to students with disabilities. The research on special education and general education teachers has examined preservice teacher beliefs (Beacham & Rouse, 2012; Leko, Kulkarni, Lin, & Smith, 2014; Sharma & Sokal, 2013), teacher efficacy (Allinder, 1995; Brady & Woolfson, 2008; Brownell & Pajares, 1999), beliefs about disabilities and instructional practices (Jordan, Schwartz, & McGhie-Richmond, 2009; Jordan & Stanovich, 2003), beliefs affecting literacy instruction (Berry, 2006; Hollenbeck, 2013; Ruppar, Gaffney, & Dymond, 2015), and how beliefs can change over time (Ruiz, Rueda, Figueroa, & Boothroyd, 1995). Yet, there is a dearth of research focusing on the potential impact of special education teachers’ beliefs about their roles and responsibilities and how that influences their instructional practices.…”

mentioning

confidence: 99%

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“That’s My Job”

Urbach

Moore

Klingner

et al. 2015

Teacher Education and Special Education

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The purpose of this study is to understand special education teachers’ beliefs regarding their roles and responsibilities and to determine how these beliefs differ among more and less accomplished teachers. In this study, the authors examine the interviews of special education teachers identified as either more or less accomplished based on the Reading in Special Education (RISE) observation instrument. Through qualitative coding of the data, several themes about beliefs revealed differences between the teachers. The more accomplished teachers discussed a need for instructional intensity and linked their roles and responsibilities to academic needs. Furthermore, a sense of high efficacy was seen in more accomplished teachers’ discussion of teaching regardless of outside influences. Less accomplished teachers focused on building relationships and protecting their students. Findings point to the importance of looking closely at beliefs and their impact on teacher practice.

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Section: How Do We Define Beliefs?mentioning

confidence: 99%

mentioning

confidence: 99%

“That’s My Job”

Urbach

Moore

Klingner

et al. 2015

Teacher Education and Special Education

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“…Leko, Kalukarni, Lin, and Smith (2015) gathered data from 11 preservice special education teachers who were enrolled in a reading methods course. The researchers examined both expressed beliefs and what they called “beliefs-in-use,” or how beliefs might materialize through pedagogy.…”

Section: Resultsmentioning

confidence: 99%

Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks

Hikida

Chamberlain²,

Tily

et al. 2019

Journal of Literacy Research

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Today’s world requires attention to all aspects of initial literacy teacher preparation, including how and what preservice teachers learn about the component processes of reading. To address this imperative, a review was conducted of articles published from 2000 to 2018 identified through the CITE-ITEL database ( https://cite.edb.utexas.edu ) that reported findings related to reading processes and initial teacher preparation. After an inductive analytic process, the authors organize findings into five focus areas: (a) definitions and delimitations of reading processes, (b) studies of preservice teachers’ beliefs about teaching reading processes, (c) research identifying preservice teachers’ knowledge gaps and misconceptions, (d) intervention studies aimed at increasing preservice teachers’ knowledge, and (e) studies detailing the application of knowledge about reading processes into contexts of pedagogical practice. The discussion considers the current gaps in how reading processes and literacy are conceptualized and possible areas of inquiry related to preservice teacher education and reading processes.

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“…Furthermore, across the entire sample, the extent of reading difficulties in childhood was related to more positive teacher-efficacy, even after accounting for variance associated with gender and year of program. Preservice teachers who have struggled to acquire literacy skills may have more experience as recipients of varied instructional strategies in their own past (Leko, Kulkarni, Lin, & Smith, 2015). This increased familiarity may lend itself to feeling more confident with varied instructional approaches to meet the needs of all learners (see also, Csoli & Gallagher, 2012).…”

Section: Discussionmentioning

confidence: 99%

An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education

Metsala

Harkins

2019

Teacher Education and Special Education

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Teachers’ self-efficacy and beliefs are important to classroom practices and student success. In this study, the authors examine preservice teachers’ self-efficacy and beliefs related to inclusive education. One hundred seventy-nine preservice teachers enrolled in secondary or elementary education programs participated in this study. Overall, participants in elementary versus secondary programs felt more responsible for students with disabilities and more efficacious with inclusive practices. At the same time, preservice teachers in the secondary program and those in their second (vs. first) year rated themselves higher on negative beliefs about inclusive education and viewed ability as more of a fixed and stable trait. Preservice teachers with a history of reading difficulty had higher teacher self-efficacy than those without this history. The factors examined in this study accounted for about a third of the variance in each of preservice teachers’ self-efficacy for inclusive instructional practices and in their negative beliefs about inclusive education. Epistemological beliefs about ability emerged as a strong predictor of preservice teachers’ negative beliefs about inclusive education. The results from this study are discussed within the context of preparing teachers for the inclusive classroom.

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Delving Deeper Into the Construct of Preservice Teacher Beliefs About Reading Instruction for Students With Disabilities

Cited by 16 publications

References 48 publications

“That’s My Job”

“That’s My Job”

Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks

An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education

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