Preservice teachers and parents: using a reading course to change perceptions and practice

Abstract

The authors sought to understand preservice teachers’ views about parents of students who struggle with reading and about their own preparedness to deal with such parents. Research, including surveys, student evaluation and tutoring intervention, indicates that before their work with parents and students, preservice teachers held strong beliefs about parents’ role and responsibilities with respect to their children who find reading daunting. After a semester‐long reading course which provided opportunities to work with struggling readers and their parents, the preservice teachers in this study expressed beliefs that were contrary to the ones they offered at the beginning of the course.