ABSTRACT Individual telephone interviews with 11 Australian beginning teachers who were newly appointed, or seeking a teaching position, were used to explore their perceptions of their preparation to teach early reading. Interviewees provided self-ratings of preparedness and ability to teach early reading, information about their knowledge of early reading instruction and information regarding their opinions of the quality and content of their teacher education courses in relation to the teaching of beginning reading. The results indicate that most of the interviewees demonstrated inadequate knowledge of the subject-specific content of beginning reading and that they were generally critical of their preservice preparation, especially with regard to translating theory into classroom practice. These findings have serious implications for the quality of student learning in early years classrooms and for those students who struggle to learn.

中文翻译：

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新教师谈论他们为教授早期识字所做的准备

摘要 通过对 11 位新任命或正在寻求教学职位的澳大利亚初级教师的个别电话采访，探讨了他们对准备教授早期阅读的看法。受访者提供了对早期阅读教学准备和能力的自我评价、他们对早期阅读教学知识的信息以及他们对与初级阅读教学相关的教师教育课程的质量和内容的看法的信息。结果表明，大多数受访者对开始阅读的特定学科内容的知识不足，并且他们普遍对职前准备持批评态度，尤其是在将理论转化为课堂实践方面。