“Why do I have to take this course?”: Motivating preservice teachers in a required secondary reading course

Abstract

With more states moving toward a reading requirement in secondary teacher education programs, increasing numbers of reading professors are facing content teachers who enter a required reading course asking the question, “Why do I have to take this course?” This paper describes an instructional approach that enables students to supply their own answers to this question, and in so doing to develop intrinsic motivation for the goals of a secondary reading course; motivation which might otherwise be lacking. Aspects of this approach include a consideration of the nature of effective teaching and the preparation of students to participate in the generation of course objectives. Specific suggestions are provided as to procedures and materials to be used. This instructional design, which was developed and implemented over a four year period, represents sound teaching methodology and has proven to be a highly successful method for securing student motivation and commitment in a required secondary reading course.