Criteria for Validating Teacher Educators’ Guides to Early Grade Reading Methodology

Résumé

Effective Early Grade Reading (EGR) instruction is critical for establishing a solid foundation in literacy development. Teacher educators are vital in equipping pre-service teachers with the necessary knowledge and skills. This study aimed to develop and evaluate the criteria for validating Teacher Educator Guides (TEGs) to EGR methodology at UNITE, a Ugandan teacher training institution. The developed criteria encompassed components addressing foundational concepts of EGR, active learning strategies, effective instructional practices, contextualization and adaptation for the Ugandan context, user-friendly design, collaboration and support, inclusivity, and continuous improvement for teacher support. Data analysis using Cronbach’s alpha indicated internal consistency (α = .92) for the criteria. A pilot test of the criteria was done with nine (9) EGR experts who provided positive feedback on the criteria’s comprehensiveness and ability to identify strengths and weaknesses within the TEGs. UNITE and other teacher training institutions can adopt the criteria to validate other TEGs and ensure effective teacher preparation.

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