Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read

Abstract

The main objective of this study was to analyze the effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read. A sample of pre-service teachers and in-service teachers from Mexico, Guatemala, Ecuador and Spain participated in the online course. Findings suggest that teachers may improve their knowledge of phonemic awareness, systematic phonics instruction, fluency, vocabulary, strategies for comprehension as necessary components of quality reading instruction. Upon completion of the training, effects were also found on the teachers' implicit beliefs. Finally, positive ratings were received by both the pre-service and in-service teachers.