Date of Conferral

2023

Degree

Ph.D.

School

Education

Advisor

Ellen B. Scales

Abstract

Research has shown that, although phonics and phonemic awareness predict reading success, a majority of early learners still lack these skills. Research also showed that a majority of preservice teachers (PSTs) in early childhood education teacher (ECTE) may not have gained adequate pedagogical content knowledge (PCK) in phonics and phonemic awareness during their mentored practicums. This may have contributed to kindergarten students’ poor performance in phonics and phonemic awareness on the national literacy assessments between 2015 and 2018 in one education district in Guyana. These students are not prepared for reading success. Using a basic qualitative design, semistructured interviews were administered to four PSTs and four mentor teachers, to understand how PSTs gain PCK and skills in phonics and phonemic awareness during their mentored practicums. Knowles’s theory of andragogy, Shulman’s concept of PCK, and Wang and Odell’s mentoring theory undergirded this study. The data were coded and analyzed thematically. Two themes emerged: (a) guided planning and preparation, delivery of instruction, and reflective analysis help PSTs develop PCK and skills and confidence to teach kindergarten phonics and phonemic awareness; and (b) inefficient management of the ECTE literacy program and mentored practicums creates barriers to effective mentoring for instruction in phonics and phonemic awareness. Further research should explore how early literacy content is offered to PSTs, and the efficacy of simulated mentorship training in ECTE. Competent PSTs will apply their PCK and skills to better prepare all students for reading and school success, positively impact student learning and produce literate citizens who can contribute meaningfully to society.

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