Does participation in the hope challenge school-based ntervention programme based on the reciprocal reading model have a sustainable impact on trainee teachers’ teaching practice?

Abstract

The focus of this research is to explore the extent to which participation in a schoolbased intervention programme based on the reciprocal reading model has a sustainable impact on trainee teachers’ (trainees) teaching practice, specifically their teaching of reading comprehension skills. Descriptive data analysis is used to compare pre and post measures of self-efficacy. In order to build a richer picture, a qualitative approach was chosen, combining interview question responses, focus group discussion, and a case study of a single trainee to explore how participation in the intervention impacted the teaching of reading comprehension. The findings reveal that this intervention was sustainable and all trainees were able to incorporate elements into their teaching, with some implementing the reciprocal reading model fully