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Full-Text Articles in Education
How Well Prepared Are Australian Preservice Teachers To Teach Early Reading Skills?, Linda J. Meeks, Coral R. Kemp
How Well Prepared Are Australian Preservice Teachers To Teach Early Reading Skills?, Linda J. Meeks, Coral R. Kemp
Australian Journal of Teacher Education
Preservice early childhood and primary teachers from teacher preparation institutions across five Australian states were surveyed regarding their perceptions of preparedness and ability to teach early reading and spelling skills, as well as their knowledge of components of early reading, such as phonemic awareness, alphabet knowledge and early spelling patterns. Surveys were conducted in the final year of the teacher training courses and targeted students attending teacher education institutions providing teacher training in the area of early literacy. Although preservice teachers generally rated themselves as prepared to teach early reading, most demonstrated minimal to very poor knowledge of the components …
The Effect Of A Professional Development Model On Early Childhood Educators’ Direct Teaching Of Beginning Reading, Gemma E. Scarparolo, Lorraine S. Hammond
The Effect Of A Professional Development Model On Early Childhood Educators’ Direct Teaching Of Beginning Reading, Gemma E. Scarparolo, Lorraine S. Hammond
Research outputs 2014 to 2021
Research over the last 15 years has reported that for professional development to be effective, in terms of changing teachers’ knowledge and/or instructional strategies, it needs to be conducted taking into consideration the following factors: teachers’ existing knowledge, experience and attitudes towards the professional development, school administrative factors, opportunities for classroom-based follow-up and gathering data concerning student achievement to measure the impact or effectiveness of the professional development. These factors were all carefully considered when creating, planning and implementing the professional development model for this study. The results indicate that an evidence-based professional development model which included a workshop, classroom …