Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools
Rebecca L.P. Jordan, Appalachian State University, United States ; Mary Bratsch-Hines, Lynne Vernon-Feagans, University of North Carolina at Chapel Hill, United States
TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
Jordan, R.L.P., Bratsch-Hines, M. & Vernon-Feagans, L. (2018). Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools. Teaching and Teacher Education: An International Journal of Research and Studies, 74(1), 190-204. Elsevier Ltd.