TY - JOUR
T1 - Preservice teachers' perspectives on why every teacher is not a teacher of reading
T2 - A qualitative analysis
AU - O'brien, David G.
AU - Stewart, Roger A.
PY - 1990/6
Y1 - 1990/6
N2 - Although content reading courses are mandated in a majority of states for preservice secondary teachers in a variety of teaching endorsement areas, these prospective teachers often resist such courses, viewing them as irrelevant to their future success as teachers. In order to better understand this resistance, dimensions of preservice teachers' resistance to content reading instruction were examined through a discussion of a qualitative analysis of five data sources. The overall analysis indicated that preservice teachers hold misconceptions about content reading common among their practicing peers; such surface misconceptions are easy to counter. However, in addition, we found a dimension of the resistance deeply rooted in beliefs and traditions of school life relating to teachers' roles and allegiance to content disciplines; these complex misconceptions are more resilient. Suggestions are offered for modifying preservice content reading courses so that preservice teachers can confront the deeply rooted beliefs and traditions that run counter to the tenets and pedagogy associated with content reading courses.
AB - Although content reading courses are mandated in a majority of states for preservice secondary teachers in a variety of teaching endorsement areas, these prospective teachers often resist such courses, viewing them as irrelevant to their future success as teachers. In order to better understand this resistance, dimensions of preservice teachers' resistance to content reading instruction were examined through a discussion of a qualitative analysis of five data sources. The overall analysis indicated that preservice teachers hold misconceptions about content reading common among their practicing peers; such surface misconceptions are easy to counter. However, in addition, we found a dimension of the resistance deeply rooted in beliefs and traditions of school life relating to teachers' roles and allegiance to content disciplines; these complex misconceptions are more resilient. Suggestions are offered for modifying preservice content reading courses so that preservice teachers can confront the deeply rooted beliefs and traditions that run counter to the tenets and pedagogy associated with content reading courses.
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U2 - 10.1080/10862969009547699
DO - 10.1080/10862969009547699
M3 - Article
AN - SCOPUS:84970755843
SN - 1086-296X
VL - 22
SP - 101
EP - 129
JO - Journal of Literacy Research
JF - Journal of Literacy Research
IS - 2
ER -