Preservice Teachers’ Development of Professional Knowledge about Strategic Comprehension
Abstract
This study compared 36 preservice teachers' knowledge about strategic comprehension before and after instruction. Analysis of responses collected from a pre- and postassessment tool revealed that participants' professional knowledge improved significantly after instruction. Qualitative analysis identified differences between responses that were enriched and extensive and those that were inadequate and limited. Enriched, extensive responses were organized, detailed, and conceptual, reflecting the characteristics of expert knowledge. Inadequate, limited responses drew on common rather than professional knowledge. Preservice teachers who acquire expert knowledge are more equipped to plan lessons that teach children to become strategic readers.
Reference
Barrentine, S., Waller, R., & Beck, P. (2011). Preservice Teachers’ Development of Professional Knowledge about Strategic Comprehension. Journal of Reading Education, 37 (1), 26-32.
Journal
Journal of Reading Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
36
Duration of Data Collection
Data Sources
Data Analysis Tools
- Qualitative Analysis
- Statistical analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
"What differences are evident in preservice teachers’ professional knowledge before and after instruction?"
Is this research question explicit from the manuscript? Yes
"What is the nature of expertise as it develops in preservice teachers?"
Is this research question explicit from the manuscript? Unknown