Teachers’ academic training for literacy instruction

Abstract

Literacy instruction is a powerful determinant of children's academic and school outcomes. Teachers' training for literacy instruction is therefore critical for children's reading learning. The present study examined the contents of 130 courses related to literacy instruction from a representative national sample of primary teachers' undergraduate programs (N = 81), to address the following issues: which courses, related to literacy instruction, are included in the curriculum of undergraduate training programs? Which is the weight of the courses in undergraduate programs? What are the contents of the courses? The results show that most critical features of literacy instruction are included in the course contents of most programs (e.g. phonics, theory of literature). Still, some other critical features are underrepresented (reading/writing comprehension skills) or apparently missing (assessment and intervention in reading/writing problems). Moreover, the time allocated to literacy instruction seems to be scarce. Still, wide differences across university programs and courses were found.

Pre-service teacher’s self-perception of digital literacy: The case of Israel

“…The scholarly research on educationally contextualized literacies develops constantly (Oliveira et al 2019), as literacies' functions and forms are determined by the constant change of society and its technology (Leu et al 2017). The old meaning of literacy, i.e., the ability to read and write to meet society's needed standards and expectations (McArthur et al 2018), has become obsolete.…”

Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)

“…Within the lines of research on teacher training, the analysis of the knowledge and conceptions of teachers in training has taken on a fundamental role in orienting initial training programs [56,57]. Noteworthy here is the research that seeks to calibrate the different types of professional knowledge of the teacher, emphasizing the mastery of the habitual tasks of the classroom [58,59].…”

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

“…In recent years, new methodological horizons have been fixed in the field of teacher training [1]. International studies insist on the need to renew teacher training programs to improve teaching-learning processes in compulsory education [2][3][4], and place emphasis on the mastery of normal classroom tasks [5,6].…”

“…However, at present, this trend seems to be reducing, as research begins to show the absence of a relationship between gender and the degree of acceptance of technologies [49,57]. References should be numbered in order of appearance and indicated by a numeral or numerals in square brackets, e.g., [1] or [2,3], or [4][5][6]. See the end of the document for further details on references.…”