מה יש פה להבין? על תפיסת פרחי הוראה את תהליך הבנת הנקרא

Teaching reading comprehension (RC) is partly based on the teacher ׳s conception of the RC process. This conception is formulated throughout life, and during special education teacher training programs, which specifically engage with this issue. The present study sought to reveal pre-service teachers ׳ conceptions of RC in the initial stages of their training, and towards its conclusion. To this end, a qualitative study was conducted, in which special education pre-service teachers were asked about their own RC, the RC of struggling pupils, and about teaching RC. The findings show that pre-service teachers view RC as difficult, challenging, and a complex process involving various components whose interaction is sometimes ambiguous. In addition, differences were found between young pre-service teachers and program graduates, indicating a change in their conceptions during the training program, from intuitive beliefs to explicit and constructed knowledge. These findings are discussed in relation to leading RC theories, and include practical recommendations for the advancement of teacher education.