Development of Pedagogical Knowledge Related to Teaching At-Risk Students: How Do Inservice Teachers and Preservice Teachers Compare?
Abstract
This study examined the development of pedagogical knowledge of preservice and inservice teachers as they implemented newly learned assessment and instructional strategies with at-risk readers in clinical settings. The preservice teachers worked in pairs to tutor children during the regular semester at a university reading clinic; the inservice teachers worked for four days a week for six weeks in a special reading academy. Four stages of development emerged from the examination of the reflective responses of teachers that they wrote after each tutoring sessions with the at-risk readers. The stages identified were: novice, advance beginner, competent, and proficient.
Reference
Allen, D., & Swearingen, R. (2002). Development of Pedagogical Knowledge Related to Teaching At-Risk Students: How Do Inservice Teachers and Preservice Teachers Compare? Reading Horizons, 43(1), 49-60.
Journal
Reading Horizons
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
- a suburban community outside of a large urban city in Texas
- Large state university in Missouri
- Texas
Institutional Context
Certification Level
- Elementary
- Special Education
Programatic Focus
Research Location Context
- Literacy methods course
- University Reading Clinic
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
29
Other Participant Data
- Inservice Teachers
- Students in tutorial setting
- University Professor
Duration of Data Collection
Data Sources
- home visit reports
- instructor feedback
- Interviews
- lesson plans
- Observations
- Online response
- reflections
- tutoring reports
Data Analysis Tools
- coding (emergent categories)
- Triangulation
Researcher Positionality
- Outside (not directly invested in the program or operations)
Research Questions
"What stages of development do preservice and inservice teachers experience when they work in an inquiry-based instructional model with at-risk readers?" (p. 51)
Is this research question explicit from the manuscript? Yes
"What is the nature of these stages?" (p. 51)
Is this research question explicit from the manuscript? Yes
"How do the stages of pedagogical concepts differ between the two groups of teachers?" (p. 51)
Is this research question explicit from the manuscript? Yes