Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6849841 | Teaching and Teacher Education | 2018 | 15 Pages |
Abstract
Although often assessed as one construct, teachers have been shown to draw on both content and pedagogical content knowledge as they teach reading. Factor analysis on sixty-six primary teachers in rural low-wealth districts illustrated that teacher knowledge of reading can be distinguished separately as content and pedagogical content knowledge, with teachers having roughly equal levels of knowledge across domains. Multiple regression analyses demonstrated teaching experience was the only teacher characteristic to be significantly associated with both domains of teacher knowledge, implicating the necessity of increasing experiential learning components in teacher education.
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Authors
Rebecca L.P. Jordan, Mary Bratsch-Hines, Lynne Vernon-Feagans,