Exploring Teachers' Reading Knowledge, Beliefs and Instructional Practice

BackgroundThe delivery of effective, evidence-based early reading instruction depends partially on teachers' knowledge about reading acquisition, development and pedagogy. Research shows that teachers often perform poorly on measures of reading-related knowledge, often cited as one explanation for a gap between reading research and classroom practice. Studies on whether teacher knowledge improves student learning by leading to higher quality reading instruction, however, have produced mixed results. It is theorised that teachers' beliefs also influence the enactment of knowledge in the classroom. Yet, in comparison with investigations into teachers' knowledge, less research has explored their beliefs, including self-efficacy expectancy beliefs. Finally, although conceptually both knowledge and beliefs shape teachers' instruction, researchers often have limited information about what actually occurs in the classroom.MethodsWe examined the knowledge, self-efficacy expectancy beliefs, self-reported literacy practices and literacy lesson plans of 34 teachers of reading working in four neighbouring rural schools to identify both strengths and areas for growth as potential targets for professional learning efforts.ResultsOn average, teachers demonstrated low levels of knowledge, reported implementation of both evidence-based and nonevidence-based practices and planned lessons that included only some essential components of a comprehensive early reading programme, with limited evidence of differentiation. Teachers overwhelmingly reported strong self-efficacy expectancy beliefs for teaching beginning readers.ConclusionsAddressing the reading research-to-practice gap requires deeper understanding of not only teachers' knowledge but also their perceived self-efficacy and instructional practices. Such information is critical for designing and delivering targeted, effective professional development. What is already known about this topicThere is a well-documented 'research-to-practice' gap in early reading education.Teachers often demonstrate inadequate knowledge about concepts presumed to be important for teaching beginning readers.Conceptually, classroom reading instruction is shaped by both cognitive and affective teacher factors; however, limited research focuses on perceived teaching self-efficacy together with knowledge and indicators of practice.What this paper addsThis study explored early reading teachers' knowledge, self-efficacy expectancy beliefs and two facets of practice: self-reported literacy instructional practices and authentic literacy lesson plans in a high-needs, rural sample.We identified both strengths and areas of need to inform professional development efforts.Implications for theory, policy or practiceTeachers of beginning readers may possess some content and pedagogical content knowledge while simultaneously harbouring misconceptions and inconsistently implementing evidence-based instructional practices.Findings reinforce the need for bespoke professional development for early reading teachers that is responsive to individual needs around knowledge, beliefs and enacted practice.