Preservice teachers' shifting beliefs about struggling literacy learners

Nierstheimer, Susan L.; Hopkins, Carol J.; Dillon, Deborah R.; Schmitt, Maribeth Cassidy

doi:10.1080/19388070009558331

Cited by 21 publications

(14 citation statements)

References 13 publications

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“…In both of these studies, tutoring positively affected confidence and beliefs that instruction should meet the individual needs of the student. Nierstheimer et al (2000) examined 67 pre-service teachers in a reading methods course which utilized aspects of a reading recovery program model that incorporated the opportunity for an observation into the tutoring experience. This is a unique experience when considering self-efficacy theory, as participants were given the opportunity to have a vicarious and mastery experience.…”

Section: Lack Of Change or Negative Change In Pre-service Teacher Effmentioning

confidence: 99%

Pre-Service Reading Teacher Efficacy and Tutoring: A Review

Haverback

Parault

2008

Educ Psychol Rev

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Teachers' personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular have been found to have a positive impact on pre-service teachers' abilities to teach a particular content (e.g., reading) to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers through tutoring.

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Section: Lack Of Change or Negative Change In Pre-service Teacher Effmentioning

confidence: 99%

Pre-Service Reading Teacher Efficacy and Tutoring: A Review

Haverback

Parault

2008

Educ Psychol Rev

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“…Based on the findings of this research as well as related research (Haverback, 2009;Haverback&Parault, 2008: Juel, 1996Nierstheimer, Hopkins, Dillon, and Schmitt, 2000), the tutoring approach has provided many benefits for pre-service teachers. Therefore, teacher educators, program coordinators have to be aware of these benefits and utilize them when planning and implementing tutoring.…”

Section: Pedagogical Recommendationsmentioning

confidence: 72%

Examination of Pre-service Teacher’s Training through Tutoring Approach

Wu¹,

Guerra²

2017

JETS

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Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers" skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. Thirty pre-service teachers participated and data was collected from 300 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of challenges of working ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for teacher education program to assist pre-service teachers to assimilate pedagogies and apply through a tutoring approach.

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“…As a result of these experiences, preservice teachers are more likely to draw upon knowledge learned during their reading courses (Hedrick, McGee, & Mittag, 2000), especially if they discuss and reflect upon those experiences with peers and classmates. They also feel more confident and prepared to teach struggling readers (Zhihui & Ashley, 2004) and gain a stronger sense of responsibility for meeting the needs of struggling readers (Maloch et al, 2003;Nierstheimer et al, 2000).…”

Section: The Influence Of Training Experiences On Teacher Self-percepmentioning

confidence: 99%

“…Yet most of these activities take place in a university classroom setting far removed from elementary school classrooms making it difficult for preservice teachers to connect theory and practice in the midst of their learning (Darling-Hammond, 2006). Researchers have recommended that in addition to coursework, prospective teachers need prolonged engagement working with children so they can form personal relationships, in order to get to know the reading and writing capabilities of children (Nierstheimer, Hopkins, Dillon, & Schmitt 2000;Worthy & Prater, 1998).…”

Section: Introductionmentioning

confidence: 99%

An Examination of Preservice Partnerships During a Reading Methods Course: Do They Increase Perceptions of Ability?

Clark

Read

2012

Journal of Early Childhood Teacher Education

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This quantitative study examined the effectiveness of pairing preservice teachers with young readers during a 9-week reading methods course to participate together in reading-related activities and partner journaling. It was hypothesized that these preservice partnerships would strengthen preservice teacher perceptions about their ability to perform reading instructional tasks. Findings revealed that these one-on-one partnerships did not result in statistically significant higher scores on a self-perception scale when compared with scores of preservice teachers who did not engage in these partnering experiences. Suggestions are made to assist preservice teachers make stronger connections between hands-on, authentic experiences and their ability to perform tasks required of reading teachers.

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Preservice teachers' shifting beliefs about struggling literacy learners

Cited by 21 publications

References 13 publications

Pre-Service Reading Teacher Efficacy and Tutoring: A Review

Pre-Service Reading Teacher Efficacy and Tutoring: A Review

Examination of Pre-service Teacher’s Training through Tutoring Approach

An Examination of Preservice Partnerships During a Reading Methods Course: Do They Increase Perceptions of Ability?

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