Teachers’ academic training for literacy instruction

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dc.contributor.authorOliveira, Célia Regina Gomes
dc.contributor.authorLopes, João Arménio Lamego
dc.contributor.authorSpear-Swerling, Louise
dc.contributor.institutionFPE - Faculty of Psychology and Education
dc.contributor.institutionHEI-LAB - Human Environment Interaction Lab
dc.date.issued2019-05-27
dc.descriptionPublisher Copyright: © 2019, © 2019 Association for Teacher Education in Europe.
dc.description.abstractLiteracy instruction is a powerful determinant of children’s academic and school outcomes. Teachers’ training for literacy instruction is therefore critical for children’s reading learning. The present study examined the contents of 130 courses related to literacy instruction from a representative national sample of primary teachers’ undergraduate programs (N = 81), to address the following issues: which courses, related to literacy instruction, are included in the curriculum of undergraduate training programs? Which is the weight of the courses in undergraduate programs? What are the contents of the courses? The results show that most critical features of literacy instruction are included in the course contents of most programs (e.g. phonics, theory of literature). Still, some other critical features are underrepresented (reading/writing comprehension skills) or apparently missing (assessment and intervention in reading/writing problems). Moreover, the time allocated to literacy instruction seems to be scarce. Still, wide differences across university programs and courses were found.pt
dc.description.abstractLiteracy instruction is a powerful determinant of children’s academic and school outcomes. Teachers’ training for literacy instruction is therefore critical for children’s reading learning. The present study examined the contents of 130 courses related to literacy instruction from a representative national sample of primary teachers’ undergraduate programs (N = 81), to address the following issues: which courses, related to literacy instruction, are included in the curriculum of undergraduate training programs? Which is the weight of the courses in undergraduate programs? What are the contents of the courses? The results show that most critical features of literacy instruction are included in the course contents of most programs (e.g. phonics, theory of literature). Still, some other critical features are underrepresented (reading/writing comprehension skills) or apparently missing (assessment and intervention in reading/writing problems). Moreover, the time allocated to literacy instruction seems to be scarce. Still, wide differences across university programs and courses were found.en
dc.identifier.citationOliveira, C R G, Lopes, J A L & Spear-Swerling, L 2019, 'Teachers’ academic training for literacy instruction', European Journal of Teacher Education, vol. 42, no. 3, pp. 315-334. https://doi.org/10.1080/02619768.2019.1576627
dc.identifier.doihttps://doi.org/10.1080/02619768.2019.1576627
dc.identifier.issn0261-9768
dc.identifier.urlhttps://www.scopus.com/pages/publications/85061915729
dc.language.isoeng
dc.peerreviewedyes
dc.publisherRoutledge
dc.relation.ispartofEuropean Journal of Teacher Education
dc.rightsclosedAccess
dc.subjectEDUCAÇÃO
dc.subjectLITERACIA
dc.subjectFORMAÇÃO DE PROFESSORES
dc.subjectESCRITA
dc.subjectLEITURA
dc.subjectEDUCATION
dc.subjectLITERACY
dc.subjectTEACHERS EDUCATION
dc.subjectWRITING
dc.subjectREADING
dc.titleTeachers’ academic training for literacy instructionen
dc.typearticle

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