Preparing Reading Specialists to Become Competent Travelers in Urban Settings

Abstract

This article poses an alternative to traditional teacher education methods of preparing reading specialists in university programs focused solely on outcomes. An equally important issue to explore is that of process and how candidates are prepared. Studying outputs with limited attention to process factors leaves teacher educators with incomplete action steps and ambiguous mandates for change. Using qualitative applications, this case study of one university’s preparation program for reading specialists reflects a phenomenological stance centered on the nature of the preparation process. Through methods of naturalistic inquiry-including field observations, interview data, written evaluations and use of applied research-the course instructor participates as the researcher, embracing the notion that “we can only know what we experience by attending to perceptions and meanings that awaken our conscious awareness.” Because of that awakening, the author hopes that useful modifications to programs are made, which in turn lead to increased readiness of those who are prepared to teach in urban settings.