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An Examination of Preservice Partnerships During a Reading Methods Course: Do They Increase Perceptions of Ability?
Journal of Early Childhood Teacher Education
  • Sarah K. Clark, Utah State University
  • Sylvia Read, Utah State University
Document Type
Taylor and Francis
Publication Date
This quantitative study examined the effectiveness of pairing preservice teachers with young readers during a 9-week reading methods course to participate together in reading-related activities and partner journaling. It was hypothesized that these preservice partnerships would strengthen preservice teacher perceptions about their ability to perform reading instructional tasks. Findings revealed that these one-on-one partnerships did not result in statistically significant higher scores on a self-perception scale when compared with scores of preservice teachers who did not engage in these partnering experiences. Suggestions are made to assist preservice teachers make stronger connections between hands-on, authentic experiences and their ability to perform tasks required of reading teachers.
Citation Information
Clark, S. & Read, S. (2012). Examining the influence of additional field-­based experiences on pre-­service teachers and their perceived ability to teach. Journal of Early Childhood Teacher Education, 33(3), 239-­250.