Behrmann Lars, Souvignier Elmar
Research article (journal) | Peer reviewedTeachers' pedagogical content beliefs about reading instruction are likely topredict progress in student achievement. Thus, in this study, 15 pre-service teachers gavereading promotion to low-performing sixth- and seventh-graders over a time period of6 months. The pre-service teachers' pedagogical content beliefs were then related to theirstudents' reading achievement gains. In contradiction to previous findings, the resultsdemonstrate direct-transmissive beliefs to be positively related with student achievement.Finally, whether there is an influence of practical teaching experiences on the development ofpre-service teachers' pedagogical content beliefs was examined. For that reason, the beliefdevelopment during the 6-month period was compared between pre-service teachers with andwithout teaching experience. Results show teaching pre-service teachers' beliefs to havedeveloped away from constructivistic positions and toward a direct-transmissive direction.The beliefs of student teachers without teaching experience, on the contrary, tended to slightlydevelop in diametrically opposed directions. Implications of the results are discussed.
Behrmann, Lars | Professorship for Intervention and Evaluation in Education (Prof. Souvignier) |
Souvignier, Elmar | Professorship for Intervention and Evaluation in Education (Prof. Souvignier) |