El Salvador

Abstract

The majority of teachers in Central America are unprepared to teach early literacy. Most of them have not learned how to do it during their preservice teacher education. Numerous education programs lack resources, time, and evidence-based approaches to prepare prospective teachers of literacy. This paper shows the results of a qualitative research conducted between 2018 and 2019; it studied literacy education for preservice teachers (LEPT) at a university in El Salvador. First, an analysis of the LEPT plan was carried out based on an evidence-based conceptual framework of what teachers should know and learn to effectively teach early literacy; second, interviews were conducted with university teacher educators and prospect teachers; and third, a documentary analysis of class plans prepared by teacher educators was also carried out. The results show the characteristics, strengths and gaps of the training plan within the scope of early literacy. Conclusions and recommendations on adaptation of the preservice teacher education plans, to be consistent with current research evidence on what is and how to do effective literacy teaching, are presented.