Teacher candidates’ perspectives’ on accessing students’ funds of knowledge in literacy education using inventories: A class-based research project

Authors

  • John-Etienne Myburg University of Saskatchewan
  • Beverly Brenna

Abstract

Because teacher education programs stress the importance of connecting students’ funds of knowledge to curriculum making, teaching skills to teacher-candidates (TCs) on how to do so remains an important part of their professional education and development. An in-class research project was conducted to create a questionnaire to examine TCs’ belief regarding curriculum making with children’s funds of knowledge in mind.  TCs (N=109) followed DeVeillis’ (2003) steps for scale development to generate an item pool and then served   as the development sample for the questionnaire (response rate: 16.5%). Results suggest the instrument suffers from restriction of range and large intercorrelations between items. Suggestions for improving the questionnaire are provided, as well as implications for future research with TCs.

Published

2016-06-23

Issue

Vol. 4 No. 2 (2016): Proceedings from the Celebration of Scholarly, Research and Artistic Work

Section

Posters

License

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