Supporting preservice teachers to become informed teachers of reading through one-to-one tutoring in an English initial teacher education setting

Carter, Jane

Abstract

Training preservice teachers as teachers of reading is a complex task, as is reading itself. Preservice teachers need to understand the theory that underpins practice; the cognitive skills and knowledge required to read and the contextual factors that impact beginner readers. This longitudinal, mixed-methods study evaluates the benefits for preservice teachers and for the children they tutor, of a collaborative approach between an English university, its city’s schools and Local Education Authority. Preservice teachers (n = 362) were trained in and then implemented the Boosting Reading at Primary intervention. The children’s (n = 724) pre- and post-intervention reading age data was analysed along with qualitative and quantitative data from a case study of one cohort of preservice teachers (n = 87). The study demonstrates the reading progress made by children in the project and the increased knowledge, skills, pedagogic practices and self-efficacy of the preservice teachers.

• Journal Article Type: Article
• Acceptance Date: Sep 10, 2021
• Online Publication Date: Sep 30, 2021
• Deposit Date: Oct 6, 2021
• Publicly Available Date: Oct 6, 2021
• Journal: Education 3-13
• Print ISSN: 0300-4279
• Electronic ISSN: 1475-7575
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.1080/03004279.2021.1985578
• Keywords: Life-span and Life-course Studies; Education
• Public URL: https://uwe-repository.worktribe.com/output/7915563
• Additional Information: Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rett20; Received: 2021-03-31; Accepted: 2021-09-09; Published: 2021-09-30