Preservice Teachers\u27 Perceptions of Their Literacy Practicum Experiences

This descriptive study examined the readiness and confidence concerning literacy instruction of undergraduate students upon entering student teaching. The study focused on literacy and determined students\u27 exposure to best practices in their practicum experiences. Archival data from questionnaires given as part of the regular classroom assessment to two sets of preservice teachers during two semesters at one university in southwest Missouri were used for this study. The results of the questionnaire revealed varied differences in preservice teachers\u27 perceptions of literacy strategies. The questionnaire revealed which reading strategies students felt prepared to teach, felt familiar with, and observed. Overall, the most familiar strategies preservice teachers observed and felt comfortable teaching were literature circles, writer\u27s workshop, and guided reading. Preservice teachers were least familiar with Four Block, guided reading plus, Partnership in Comprehensive Literacy, and Write Source