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A study investigated elementary education students' perceptions after a reading methods course and after a student teaching assignment. Subjects, 90 Ball State University students and 10 University of Indianapolis students, were asked the same three questions after finishing a reading class and after a student teaching assignment. Results indicated that: (1) metacognition and use of context were statistically significant after the reading class in terms of what happens in the students' minds as they read, but only decoding/phonics was significant after student teaching; (2) following the reading class, responses of both groups for using language experience/whole language approach reached significance, and Ball State student responses to using basals and supplementary books reached statistical significance; (3) after student teaching, students responded at a statistical significance level to the teaching of phonics, the teaching comprehension, and using tradebook/library books for teaching; and (4) after the reading class, students responded that they wanted to teach because they desired to work with children and motivate them, but after student teaching, the students responded only to the effect that they had always wanted to teach. Findings suggest that what is taught at university reading classes does influence student perceptions/beliefs, but that those beliefs become less important after completion of a student teaching assignment. Future research might examine the responses of secondary education students, the impact of additional reading courses, the influences of inservice education programs, and relationships between perceptions of teachers and the teachers' effectiveness. (Contains 16 references and 4 tables of data.) (RS)

Descriptors: Attitude Change, Elementary Education, Higher Education, Preservice Teacher Education, Reading Instruction, Reading Research, Student Attitudes, Student Teaching, Teacher Attitudes

Autor: Ransom, Peggy E.; Weisenbach, E. Lynne


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