The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors′ coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers′ knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research.
ASJC Scopus subject areas
- Developmental and Educational Psychology