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An assessment of university instructors and their pre -service teachers' knowledge of basic language constructs before and after university instructor professional development.

机译：在大学教师专业发展前后，评估大学教师及其职前教师的基本语言结构知识。

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摘要

Reading is a basic skill for survival and those who have reading difficulties in early grades continue to struggle in school and later in life. Previous studies have shown that instructional procedures that incorporate basic language constructs with literacy instruction are helpful in improving reading skills. It has also been shown that many teachers and reading professionals are not familiar with such concepts. The purpose of this research is to explore reasons for classroom teachers' poor preparation to teach literacy skills and how this situation might be improved.;First, a basic language constructs survey assessing self-perception, knowledge, and ability (46 items, Cronbach's a = .903) and based on recommendations by the National Reading Panel and reading research was administered to university instructors of EC-4 reading education (n=114). Forty-eight of these university instructors completed the survey after at least two years of participation in a professional development program (Higher Education Collaborative, HEC) geared towards the incorporation of scientifically-based reading research (SBRR) and research-based reading instruction (RBRI) into teacher preparation. The other sixty-six university instructors completed the survey prior to their participation in the professional development program (HEC).;Second, the same survey was administered to pre-service EC-4 teachers (n=173) at the completion of their reading education coursework. Fifty-five of these pre-service teachers had been taught by the "HEC university instructors." The other 118 pre-service teachers had been taught by "non-HEC university instructors.";Results indicate non-HEC university instructors and their pre-service are not familiar with basic language constructs and how to teach these concepts to primary level children. However, while room for improvement exists, HEC university instructors and their pre-service teachers did perform statistically significantly better on the survey than their counterparts.;This study indicates pre-service teachers need better preparation in teaching the basic language constructs of the English language and university instructors often lack the knowledge to prepare teachers with such information. However, professional development programs designed for university instructors might be one way to help improve the situation.
机译：阅读是生存的一项基本技能，早期阅读困难的人在学校和生活中继续挣扎。先前的研究表明，将基本语言结构与读写教学相结合的教学程序有助于提高阅读技能。还显示出许多教师和阅读专业人士对这种概念不熟悉。这项研究的目的是探究课堂教师教学素养技能准备不足的原因以及如何改善这种情况。首先，一种基本语言构成的问卷调查评估了自我感知，知识和能力（Cronbach's a 46项）。 = .903），并根据国家阅读小组的建议，对EC-4阅读教育的大学讲师进行了阅读研究（n = 114）。这些大学教员中的四十八名在参与了旨在整合基于科学的阅读研究（SBRR）和基于研究的阅读指导（RBRI）的专业发展计划（高等教育合作，HEC）至少两年后完成了调查。 ）转化为老师的准备。其他六十六名大学讲师在参加专业发展计划（HEC）之前完成了调查。其次，在完成阅读后，对EC-4职前EC-4教师（n = 173）进行了相同的调查。教育课程。 “ HEC大学讲师”教了其中55名岗前教师。其他118名职前教师由“非HEC大学讲师”教过。结果表明，非HEC大学讲师及其职前并不熟悉基本语言结构以及如何向小学生教授这些概念。然而，尽管存在改善的空间，但港灯学院的教员及其职前教师在统计上的表现确实比同龄人好得多;该研究表明，职前教师在教授英语的基本语言结构方面需要更好的准备大学讲师通常缺乏知识，无法为教师准备此类信息。但是，为大学教师设计的专业发展计划可能是改善情况的一种方法。

著录项

  • 作者

    Binks, Emily Suzanne.;

  • 作者单位

    Texas A&M University.;

  • 授予单位 Texas A&M University.;
  • 学科 Education Reading.;Education Teacher Training.;Education Elementary.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 148 p.
  • 总页数 148
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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