Abstract
This mixed method study compared how student teachers rated their ability in implementing components of content area literacy compared to their clinical educators’ perceptions of the student teachers’ actual performance. The researchers collaborated with K-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly affected ratings of the four content literacy component skills measured, but the effect of Role did not significantly differ based on Program. Participants’ written explanations of their ability ratings revealed how their mental models of content literacy accounted for differences in ability perception by Role. Implications are provided for enhancing pre-service teachers’ perceptual and qualitative awareness of the practices that underlie highly effective content-area literacy instruction.
Highlights
The Common Core State Standards (CCSS), currently adopted in 42 states in the U.S, reflect a societal concern that students are college and career ready by the time they graduate the 12th grade (“Standards in Your State,” n.d.)
We begin our findings with the overall results of the two-way multivariate analysis of variance (MANOVA) to convey the effect of Role and Program on participants’ ability perceptions in content literacy instruction
The four components of content literacy we measured were those that clinical educators (CEs) identified as highpriority growth areas for the Student Teachers’ (STs) they mentored: Implementing guided reading, modeling reading strategies, teaching vocabulary/word study, and teaching writing
Summary
The Common Core State Standards (CCSS), currently adopted in 42 states in the U.S, reflect a societal concern that students are college and career ready by the time they graduate the 12th grade (“Standards in Your State,” n.d.). We wanted to know if differences in ability perception between novice and expert educators might reveal some specific areas where pre-service teachers could benefit from additional support for developing their mental models of content literacy instruction prior to student teaching. In this mixed-methods study, we report how student teachers across five preK12 teacher licensure programs rated and explained their ability in implementing components of content-area literacy instruction compared to how clinical educators rated and explained the student teachers’ actual performance. In what ways might STs’ and CEs’ explanations of their ability perceptions reveal their mental models of content-area literacy instruction?
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