This study examined the types of online resources preservice teachers used when planning for their literacy instruction and whether the identified resources are research based. An online survey was distributed to preservice teachers enrolled in a literacy education course. Results reveal that participants (N = 77) use a mix of research-based professional resources, popular search engines, and content-sharing networks. Reasons for use included accessibility and convenience, content variety, visual aesthetics, literacy content, and source credibility. This research has implications for teacher educators and associate teachers, who are often the first to disseminate information to preservice teachers about effective literacy practices.
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