Bahuguna, Pooja
(2016)
Exploring the views of teacher educators
and pupil teachers on status of reading in
pre-service programmes.
Language and Language Teaching, 5 (1).
pp. 32-36.
ISSN 2277-307X
Abstract
The quality of reading instructions given in schools by teachers has always been a matter of concern. This is because the ability to read and write is valued not only in language curriculum, but it also influences the achievement of the students in other disciplines. Kumar (1992) stated that the majority of children drop out of school due to poor literacy instructions and lack of meaningful classroom interaction. The teacher remains an important character in the classroom in designing literacy instructions. The teachers’ beliefs influence the nature of classroom interaction, literacy instructions and students’ achievement. The teacher’s pedagogy of reading influences the students’ competency in it. However, it is important to understand that the teachers’ assumptions and competence in leading effective discussions in the classroom is in turn influenced by their training and education (Sinha, 2010). Indeed, teachers themselves are a product of teacher education programmes. The way reading is discussed in
teacher education programmes influences how teachers deal with it in their classrooms. Thus, it makes one curious about teachers’ views on reading and the reading instructions given in their training programmes. This paper aims to understand the opinions of teacher educators
and pupil teachers by exploring their views on the component of reading and how it is dealt with in their training programmes. For this teacher educators and pupil teachers were selected from three types of programmes in
Delhi, namely, Bachelor of Education (B.Ed.),Bachelor of Elementary Education (B.El.Ed.— a four-year Integrated Professional Degre Programme offered after Senior Secondary
School Level) and Elementary Teacher Education (ETE—a two-year Diploma Course). First, I will begin by discussing what reading involves in Indian classrooms. Then, I will present the opinion of teacher educators on the status
of reading in their programmes. Finally, I will look at the problems faced by pupil teachers in the classroom while applying the knowledge gained in these programmes.
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