Understanding Pre-Service Teachers’ Familiarity and Interest in Phonics and Potential Implications

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Wendy Tada, Hyogo University of Teacher Education

The aim of this study was to better understand pre-service teachers’ familiarity with and interest in phonics and how these factors might influence the development of future phonics courses. For this study, 86 first year undergraduate students attending a national university for teacher education completed a survey in 2017. Participants from one class submitted a journal after attending three lessons introducing phonics. The survey results showed that most participants did not learn phonics before entering university, and admitted they had trouble reading new English words. Furthermore, according to the journal comments, participants gained an awareness of their own pronunciation skills, and an understanding of the key points of phonics and how it can be taught using songs.


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