Perceptions of preparedness to teach reading: a qualitative study of pre-service and early career teachers in British Columbia
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Abstract
This qualitative study examined how pre-service teachers (PSTs) and early career teachers (ECTs) in British Columbia (BC) perceive their preparedness to teach reading in the primary grades, with particular attention to their attitudes and their knowledge of foundational reading instruction. The study was guided by the following research question: How do PSTs and ECTs in BC perceive their preparedness to teach reading to primary students? Employing qualitative, one-time, semi-structured, narrative interviews, data was collected from five PST and five ECT participants. The data was systematically analyzed through an inductive and thematic approach which eventually led to refined themes. The results reveal PSTs and ECTs feel overwhelmed, underprepared, and uncertain about teaching reading to primary students in BC, highlighting the importance of improved teacher education program (TEP) coursework, reimagined school district resource and professional development allotment, and further curriculum support from the BC Ministry of Education and Child Care within the topic of reading and literacy instruction. These findings advance our understanding of the practical realities of implementing instruction based on the Science of Reading and also offer practical insights for bridging the gap between reading research and classroom practice. Furthermore, the study provides a foundation for future research on this topic, emphasizing a wider breadth and depth of participant experiences. Overall, this work contributes to both theoretical knowledge and applied practice in the field of education within BC, offering evidence-based guidance for stakeholders and policymakers.