Source: Asia-Pacific Journal of Teacher Education, Volume 43, Issue 3, 2015, pages 243-261
The present study was designed to elicit answers to the following two questions: (1) What are the perspectives of early childhood cooperating teachers regarding early reading instruction in the Jordanian context? and (2) Does the perspectives of early childhood cooperating teachers engaging in early reading instruction change as a result of working with student teachers?
The participants were 25 cooperating teachers and 28 student teachers who completed a questionnaire, and follow-up interviews were also conducted with 13 cooperating teachers.
Results indicate that cooperating teachers endorse the phonics method more than the whole language (WL) approach.
The results also revealed that the student teaching experience had no effect on the perspective of cooperating teachers regarding early reading instruction and the perspectives of cooperating teachers do not become similar to those of their student teachers who were WL-oriented.
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