Date of Graduation
Spring 2012
Degree
Master of Science in Education in Literacy
Department
Reading, Foundations, and Technology
Committee Chair
Beth Hurst
Abstract
This descriptive study examined the readiness and confidence concerning literacy instruction of undergraduate students upon entering student teaching. The study focused on literacy and determined students' exposure to best practices in their practicum experiences. Archival data from questionnaires given as part of the regular classroom assessment to two sets of preservice teachers during two semesters at one university in southwest Missouri were used for this study. The results of the questionnaire revealed varied differences in preservice teachers' perceptions of literacy strategies. The questionnaire revealed which reading strategies students felt prepared to teach, felt familiar with, and observed. Overall, the most familiar strategies preservice teachers observed and felt comfortable teaching were literature circles, writer's workshop, and guided reading. Preservice teachers were least familiar with Four Block, guided reading plus, Partnership in Comprehensive Literacy, and Write Source.
Keywords
literacy, best practices, student teaching, practicum, preservice teachers, basals, literature circles, reading workshop, writing workshop, guided reading, reciprocal teaching
Subject Categories
Other Education
Copyright
© Jenna Victoria Laughlin
Recommended Citation
Laughlin, Jenna Victoria, "Preservice Teachers' Perceptions of Their Literacy Practicum Experiences" (2012). MSU Graduate Theses/Dissertations. 1531.
https://bearworks.missouristate.edu/theses/1531
Campus Only
