Source: Journal of Early Childhood Teacher Education, Vol. 33, Issue 3, August 2012, p. 239-250.
The authors examined the effectiveness of pairing preservice teachers with young readers
during a 9-week reading methods course to participate together in reading-related activities and partner journaling.
The authors hypothesized that these preservice partnerships would strengthen preservice teacher perceptions about their ability to perform reading instructional tasks.
Findings revealed that these one-on-one partnerships did not result in statistically significant higher scores on a self-perception scale when compared with scores of preservice teachers who did not engage in these partnering experiences.