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Feeling Prepared: Preservice and Inservice Teachers' Perceptions of Competency to Teach Language Arts
Teacher Education and Practice
  • Kathleen A. J. Mohr, University of North Texas
  • George Hess, Kennesaw State University
  • Binyao Zheng, Kennesaw State University
  • Robin Morrow
Secondary and Middle Grades Education
Document Type
Publication Date
The study reported in this article delineates preservice teachers' perceptions of readiness to effectively teach elementary language arts before and after a site-based methods course. Their perceptions are also compared to those of inservice teachers in public elementary schools. Results indicate that perceptions of comfort and confidence for language arts instruction are high in both groups; however, practicing teachers significantly exceed preservice teachers' perceptions in security and enjoyment.
Citation Information
Mohr, K. A. J., Hess, G., Zheng, B., & Morrow, R. (2003). Feeling prepared: Preservice and inservice teachers' perceptions of competency to teach language arts. Teacher Education and Practice, 16(1), 32-46.