Exploring Initial Teacher Education students’ learning journeys while implementing a reading intervention program

Abstract

This qualitative study investigates Initial Teacher Education students’ learning journeys as they implement individualized reading tutoring with a primary aged student. An innovative approach was used in the university course under investigation. Data was collected through document analysis, focus groups and interviews. The findings show that providing a genuine learning experience was beneficial for these students in preparing them to teach reading. Other essential elements critical to the learning journey for the university education students was establishing a reading goal, experiencing the role of the teacher, engaging a primary-aged student, having a weekly peer support group for reflecting and planning, discussing assessment and being coached through the process by their lecturer.