Preservice Teachers' Perspectives on why Every Teacher is not a Teacher of Reading: A Qualitative Analysis

Abstract

Although content reading courses are mandated in a majority of states for preservice secondary teachers in a variety of teaching endorsement areas, these prospective teachers often resist such courses, viewing them as irrelevant to their future success as teachers. In order to better understand this resistance, dimensions of preservice teachers' resistance to content reading instruction were examined through a discussion of a qualitative analysis of five data sources. The overall analysis indicated that preservice teachers hold misconceptions about content reading common among their practicing peers; such surface misconceptions are easy to counter. However, in addition, we found a dimension of the resistance deeply rooted in beliefs and traditions of school life relating to teachers' roles and allegiance to content disciplines; these complex misconceptions are more resilient. Suggestions are offered for modifying preservice content reading courses so that preservice teachers can confront the deeply rooted beliefs and traditions that run counter to the tenets and pedagogy associated with content reading courses.Comparing content reading with my other required content courses is like comparing burnt toast with water. Water, like my other required courses, can be used in a number of different ways. Content reading, like burnt toast, can't be used for anything. It just gets thrown out.

Disciplinary Literacy and the Common Core State Standards

“…Despite the benefits of content-area embedded reading instruction, however, many content area teachers have resisted incorporating reading instruction in their classes due to lack of time and belief that literacy skills are unrelated to their content (Alvermann & Moore, 1991;O'Brien & Stewart, 1990;O'Brien, Stewart, & Moje, 1995;Shanahan & Shanahan, 2008). Many secondary teachers assume that students should arrive in secondary grades having mastered the necessary reading and comprehension skills.…”

Comments on Reviewing Adolescent Literacy Reports: Key Components and Critical Questions

“…Yet those responsible for teaching preservice and in-service teachers about contentarea/secondary/adolescent literacy routinely reported the challenges they faced, sometimes framed in terms of resistance (O'Brien & Stewart, 1990;O'Brien, Stewart, & Moje, 1995) and other times as conflicting personal histories or beliefs (Holt-Reynolds, 1992, 1999.…”

Preservice teachers' shifting beliefs about struggling literacy learners

“…Closely tied to the notion of unrealistic expectations is the challenge of helping preservice teachers accept the responsibility of teaching everybody's children (Allington, 1994;Allington & Walmsley, 1995). Often these beliefs result in prospective teachers' declaring that the lowest-achieving children are not their responsibility and can only be helped by special teachers (Gomez, 1994;Kagan, 1992;Nierstheimer, Hopkins, & Schmitt, 1996;O'Brien & Stewart, 1990). Gomez (1994) advocates "address[ing] the complexity and the urgency of the challenges that lie before us in educating all of our children" (p. 332).…”