Student Teachers’ Experiences with a Preparation-to-Practice Gap in Reading Instruction: A Preliminary Exploration and Implications for Teacher Preparation Faculty

Authors

Brooke Blanks, Radford UniversityFollow

Abstract

Abstract

Teacher educators and practitioners can agree that there are differences between knowing something in theory and knowing how to do something in a real classroom. This qualitative inquiry is anchored in evidence-based reading instruction as described by the National Reading Panel (2000) which emphasizes systematic, explicit instructional and teaching enhancements to support diverse students’ learning in multi-tier general educational classrooms. Specifically, this study investigated how student teachers applied their knowledge of research based reading methods in general education classrooms during their capstone field experience at the end of their undergraduate program, hereafter called student teaching.

Author Information

Dr. Brooke Blanks is an assistant professor in special education at Radford University, Virginia.

Recommended Citation

Blanks, Brooke (2016) "Student Teachers’ Experiences with a Preparation-to-Practice Gap in Reading Instruction: A Preliminary Exploration and Implications for Teacher Preparation Faculty," Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 3: Iss. 1, Article 2.
Available at: https://digitalcommons.wku.edu/ktej/vol3/iss1/2