Oliveira, Célia Regina GomesLopes, João Arménio LamegoSpear-Swerling, Louise2022-01-242022-01-242019Oliveira, C., Lopes, J., & Spear-Swerling, L. (2019) Teachers’ academic training for literacy instruction, European Journal of Teacher Education, 42:3, 315-334, DOI: 10.1080/02619768.2019.1576627http://hdl.handle.net/10437/12502European Journal of Teacher EducationLiteracy 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.application/pdfengopenAccessEDUCAÇÃOLITERACIAFORMAÇÃO DE PROFESSORESESCRITALEITURAEDUCATIONLITERACYTEACHERS EDUCATIONWRITINGREADINGarticle