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| Autoren | Behrmann, Lars; Souvignier, Elmar |
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| Titel | Pedagogical content beliefs about reading instruction and their relation to gains in student achievement. |
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| URL | https://doi.org/10.1007/s10212-012-0152-3 |
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| URN, persistent | 10.1007/s10212-012-0152-3 |
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| Erscheinungsjahr | 2013, Jg. 28, H. 3 |
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| Seitenzahl | S. 1023-1044 |
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| Zeitschrift | European journal of psychology of education |
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| ISSN | 0256-2928; 1878-5174 |
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| Dokumenttyp | Zeitschriftenaufsatz; gedruckt; online |
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| Beigaben | Literaturangaben, Abbildungen, Tabellen |
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| Sprache | englisch |
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| Forschungsschwerpunkt | Entwicklung von Professionalität des pädagogischen Personals in Bildungseinrichtungen |
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| Schlagwörter | Professionalisierung; Flexibilität; Unterrichtsinhalt; Pädagogisches Denken; Lesekompetenz; Sekundarstufe I; Studie |
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| Abstract | Teachers’ pedagogical content beliefs about reading instruction are likely to predict progress in student achievement. Thus, in this study, 15 pre-service teachers gave reading promotion to low-performing sixth- and seventh-graders over a time period of 6 months. The pre-service teachers’ pedagogical content beliefs were then related to their students’ reading achievement gains. In contradiction to previous findings, the results demonstrate direct-transmissive beliefs to be positively related with student achievement. Finally, whether there is an influence of practical teaching experiences on the development of pre-service teachers’ pedagogical content beliefs was examined. For that reason, the belief development during the 6-month period was compared between pre-service teachers with and without teaching experience. Results show teaching pre-service teachers’ beliefs to have developed away from constructivistic positions and toward a direct-transmissive direction. The beliefs of student teachers without teaching experience, on the contrary, tended to slightly develop in diametrically opposed directions. Implications of the results are discussed. (Orig.). |
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| Projekt | Professionalisierung von Lehrkräften zur Förderung des Leseverständnisses
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| Förderkennzeichen | 01JH0924 |
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