{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:248"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:248","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Teachers' self-efficacy beliefs about preparedness to teach reading and knowledge of language constructs: A case study","abstract":"Patrick, Debra L. The job of teacher education programs is to ensure teachers are prepared with the knowledge and skills to provide effective reading instruction to students. Literature has expressed the concerns of pre-service and in-service teachers' regarding their preparedness for reading instruction because the gap in student achievement is continuing to increase. Addressing the views of novice teachers in one title one school in a suburban school district in Georgia warrants research. The purpose of this qualitative study was to explore the perception of novice teachers' preparedness to teach reading, determine teachers' understanding of language constructs, and examine their beliefs about what is needed in teacher education programs so they feel more prepared to teach reading. This study used one-on-one semi-structured interviews and a teacher background questionnaire as data collection instruments. Data were analyzed qualitatively and revealed the following themes: perceived connections: teacher preparation and preparation route; experience and increased preparedness; disconnect between program preparedness and teaching; issues with teacher education; language constructs: knowledge and acquisition; teacher need: professional development. Findings were reported in the form of narrative descriptions. Research findings showed that most teachers did not feel adequately prepared to teach reading and they had limited to no knowledge of language constructs. The study recommended that teacher education programs should include more coursework in how to teach reading. Additionally, the school district and school where the study took place should offer more professional development in teaching reading. Implications from these findings were discussed, as well as limitations of the current study and recommendations for future research.","abstract_html":"Patrick, Debra L. The job of teacher education programs is to ensure teachers are prepared with the knowledge and skills to provide effective reading instruction to students. Literature has expressed the concerns of pre-service and in-service teachers' regarding their preparedness for reading instruction because the gap in student achievement is continuing to increase. Addressing the views of novice teachers in one title one school in a suburban school district in Georgia warrants research. The purpose of this qualitative study was to explore the perception of novice teachers' preparedness to teach reading, determine teachers' understanding of language constructs, and examine their beliefs about what is needed in teacher education programs so they feel more prepared to teach reading. This study used one-on-one semi-structured interviews and a teacher background questionnaire as data collection instruments. Data were analyzed qualitatively and revealed the following themes: perceived connections: teacher preparation and preparation route; experience and increased preparedness; disconnect between program preparedness and teaching; issues with teacher education; language constructs: knowledge and acquisition; teacher need: professional development. Findings were reported in the form of narrative descriptions. Research findings showed that most teachers did not feel adequately prepared to teach reading and they had limited to no knowledge of language constructs. The study recommended that teacher education programs should include more coursework in how to teach reading. Additionally, the school district and school where the study took place should offer more professional development in teaching reading. Implications from these findings were discussed, as well as limitations of the current study and recommendations for future research.","abstract_has_math":false,"creators":["Patrick, Debra L."],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022","date_published":"2022","updated_at":"2026-07-27T18:44:28Z","subjects":["Reading (Elementary)","Teachers--Training of"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/248","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Patrick, Debra L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading (Elementary)","Teachers--Training of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/248"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Patrick, Debra L. The job of teacher education programs is to ensure teachers are prepared with the knowledge and skills to provide effective reading instruction to students. Literature has expressed the concerns of pre-service and in-service teachers' regarding their preparedness for reading instruction because the gap in student achievement is continuing to increase. Addressing the views of novice teachers in one title one school in a suburban school district in Georgia warrants research. The purpose of this qualitative study was to explore the perception of novice teachers' preparedness to teach reading, determine teachers' understanding of language constructs, and examine their beliefs about what is needed in teacher education programs so they feel more prepared to teach reading. This study used one-on-one semi-structured interviews and a teacher background questionnaire as data collection instruments. Data were analyzed qualitatively and revealed the following themes: perceived connections: teacher preparation and preparation route; experience and increased preparedness; disconnect between program preparedness and teaching; issues with teacher education; language constructs: knowledge and acquisition; teacher need: professional development. Findings were reported in the form of narrative descriptions. Research findings showed that most teachers did not feel adequately prepared to teach reading and they had limited to no knowledge of language constructs. The study recommended that teacher education programs should include more coursework in how to teach reading. Additionally, the school district and school where the study took place should offer more professional development in teaching reading. Implications from these findings were discussed, as well as limitations of the current study and recommendations for future research."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Teachers' self-efficacy beliefs about preparedness to teach reading and knowledge of language constructs: A case study"]}]}],"canonical_facts":{"dc:creator":["Patrick, Debra L."],"dc:date":["2022"],"dc:description":["Patrick, Debra L. The job of teacher education programs is to ensure teachers are prepared with the knowledge and skills to provide effective reading instruction to students. Literature has expressed the concerns of pre-service and in-service teachers' regarding their preparedness for reading instruction because the gap in student achievement is continuing to increase. Addressing the views of novice teachers in one title one school in a suburban school district in Georgia warrants research. The purpose of this qualitative study was to explore the perception of novice teachers' preparedness to teach reading, determine teachers' understanding of language constructs, and examine their beliefs about what is needed in teacher education programs so they feel more prepared to teach reading. This study used one-on-one semi-structured interviews and a teacher background questionnaire as data collection instruments. Data were analyzed qualitatively and revealed the following themes: perceived connections: teacher preparation and preparation route; experience and increased preparedness; disconnect between program preparedness and teaching; issues with teacher education; language constructs: knowledge and acquisition; teacher need: professional development. Findings were reported in the form of narrative descriptions. Research findings showed that most teachers did not feel adequately prepared to teach reading and they had limited to no knowledge of language constructs. The study recommended that teacher education programs should include more coursework in how to teach reading. Additionally, the school district and school where the study took place should offer more professional development in teaching reading. Implications from these findings were discussed, as well as limitations of the current study and recommendations for future research."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/248"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Reading (Elementary)","Teachers--Training of"],"dc:title":["Teachers' self-efficacy beliefs about preparedness to teach reading and knowledge of language constructs: A case study"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:28Z"}