This study is investigating the whole process involved in designing, managing, supporting and assessing ITE students while they implement an individualized reading intervention program with a primary aged student. While a few research studies describe programs involving tutoring for struggling readers, none investigate the exact process of assessment, goal setting, planning, tutoring, weekly collaborative peer reporting, external review, and experienced feedback as proposed in this study which aligns with Teacher Standards (Graduate) 5.5, 5.1 and 6.3. This qualitative study uses data from document analysis, questionnaires, a researcher diary, and focus groups analysed using thematic analysis.
Key insights:
The findings show that providing a genuine learning experience prepares ITEs to teach reading. The ITE students learnt the value of establishing a reading goal and engaging the school student. The weekly peer support helped in reflecting, planning and discussing assessment for reading. Being coached by the lecturer was pivotal to the ITEs learning journey. The ITEs found the ability to be able to dialogue about a particular difficulty or suggestion during the collaborative discussion was far more useful and enlightening than had it been formal lecturer feedback in writing. The collaborative group time highlighted the benefits of learning and self-efficacy through the dynamic, interactive reporting and planning sessions that encouraged critical thinking and reflection. The real-world experiences of responsibility and accountability together with learning to accept and develop from critical comments from peers in a safe space, led to deeper understanding, confidence and skills.
Impact and outcomes:
This program demonstrates a model for raising the level of Initial Teacher Education students’ learning through collaboration in a community of practice, linking theory with real-world experiences. The opportunity for planning and practice in teaching reading, followed by critical analysis by peers leads to increased ability and confidence. Engaging in deep reflection and the provision of evidence for pedagogical practices leads to a greater understanding of the complexities of teaching reading as well as increased self-efficacy and accountability.
Researchers:
Associate Professor Sherry Hattingh – Head of School, School of Education and Science
Dr Marion Shields – adjunct
Partners/Collaborators:
NA
Research outputs:
Two papers have been submitted to journals awaiting outcomes.
Funder(s) and amount:
NA
Fields of Research Codes:
390307 Teacher education and professional development of educators
399999 Other education not elsewhere classified
Status:
Current
More information:
Sustainable Development Goals:
