Preferences of Elementary Teachers for Preservice and In-Service Training in the Teaching of Reading

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Abstract
This study was designed to identify the preferences of elementary reading teachers for certain instructional patterns and procedures and to compare these preferences with those of a similar group of teachers in another geographic location. Teachers responded to questions concerning (1) preservice preparation, (2) current educational needs, and (3) desired approaches to in-service training. Analyses of responses were made according to grade level and years of experience. It was concluded that teaching level and years of experience do influence training preferences, but that variances within grade and experience levels may be greater than variances between levels. Teachers in the two separate communities were more similar than dissimilar in their preferences.

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