Preparing Teachers for Effective Literacy Instruction in the Elementary Grades: Two-year Teacher Preparation Programs in Ontario

• Main Author: Heredia, Blanca
• Other Authors: Willows, Dale
• Language: en_ca
• Published: 2011
• Subjects: teacher preparation; literacy instruction; 0530
• Online Access: http://hdl.handle.net/1807/27582

Research evidence suggests that quality teacher preparation sets beginning teachers on the right track for effectively teaching literacy. Given that most of the research has been conducted in the United States, there is a shortage of knowledge of the impact of teacher preparation for elementary literacy instruction in Canada. Similarly, little is known about the effect of program length and structure on graduates’ knowledge and skills. This thesis contains two studies aimed at addressing these gaps in the literature in the Ontario context. The majority of teacher preparation programs in Ontario are completed in one year, with the exception of 2 two-year teacher preparation programs. Study 1 is an exploratory investigation comparing the survey responses of 38 graduates from two-year programs with the responses of a matched sample of graduates from one-year programs on items related to their preparation for elementary literacy instruction. Paired-sample t-tests revealed that graduates from two-year programs reported spending significantly more time discussing literacy-related issues, had better knowledge of key literacy terms, felt better prepared for literacy instruction and were more likely to include evidence-based components as part of their literacy program. Study 2 is a qualitative investigation of two-year teacher preparation programs with a focus on literacy instruction. Thirty-eight graduates from both two-year programs in Ontario completed a survey. Ten of these graduates also completed an interview. Following a modified Grounded Theory approach, Study 2 presents a detailed analysis of two-year programs in Ontario including: a) the range of content regarding literacy instruction; b) the correspondence between the content and the evidence-based knowledge of effective literacy instruction; c) graduates’ knowledge base and skills for literacy instruction; and d) their feelings of preparedness. From a socio-cultural perspective, Study 2 also explored the processes and contexts that influence graduates’ formation as literacy instructors. The findings served as the basis for proposing a model for teacher preparation that encompasses the processes and contexts that mediate pre-service teachers’ development as literacy instructors. The proposed model outlines the necessary components to effectively prepare prospective teachers, based on scientific evidence, to ensure that all children learn to read and write.