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In defense of books: the case for preservice teachers learning about print exposure.

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Název: In defense of books: the case for preservice teachers learning about print exposure.
Autoři: Kozak, Stephanie1 stephanie.kozak@concordia.ca, Martin-Chang, Sandra1
Zdroj: Language & Education: An International Journal. Nov2025, Vol. 39 Issue 6, p1378-1396. 19p.
Témata: *EDUCATION of student teachers, *EDUCATIONAL outcomes, *EDUCATIONAL intervention, *READING, *TEACHER training
Abstrakt: Decades of research show that heightened teacher knowledge of basic language constructs is associated with superior classroom practice, and student outcomes. As teacher educators, we agree that foundational knowledge is essential, however, we posit that the concept of teacher content knowledge should be extended to include print exposure. In this pre-test, intervention, post-test experiment, we assessed teacher knowledge of concepts related to literacy and instructional planning, at two time points. One hundred pre-service teachers were randomly divided into a control group and an experimental group. The experimental group was taught about the importance of print exposure and the role that leisure reading plays in children's lives. Results show that the intervention successfully increased preservice teachers' knowledge about print exposure, which was reflected in their instructional planning. Specifically, participants in the experimental group allocated more time for student reading without sacrificing time spent on explicit teaching or writing. Our findings build on the teacher knowledge literature to include topics related to print exposure and suggest that these should be added to preservice programs as they may impact how future teachers plan for instruction. [ABSTRACT FROM AUTHOR]
Databáze: Academic Search Index
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Abstrakt:Decades of research show that heightened teacher knowledge of basic language constructs is associated with superior classroom practice, and student outcomes. As teacher educators, we agree that foundational knowledge is essential, however, we posit that the concept of teacher content knowledge should be extended to include print exposure. In this pre-test, intervention, post-test experiment, we assessed teacher knowledge of concepts related to literacy and instructional planning, at two time points. One hundred pre-service teachers were randomly divided into a control group and an experimental group. The experimental group was taught about the importance of print exposure and the role that leisure reading plays in children's lives. Results show that the intervention successfully increased preservice teachers' knowledge about print exposure, which was reflected in their instructional planning. Specifically, participants in the experimental group allocated more time for student reading without sacrificing time spent on explicit teaching or writing. Our findings build on the teacher knowledge literature to include topics related to print exposure and suggest that these should be added to preservice programs as they may impact how future teachers plan for instruction. [ABSTRACT FROM AUTHOR]
ISSN:09500782
DOI:10.1080/09500782.2025.2467297