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Ariadne Pfad:

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Pedagogical content beliefs about reading instruction and their relation to gains in student achievement.

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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.).

Schlagwörter

Pädagogisches Denken, Sekundarstufe I, Unterrichtsinhalt, Lesekompetenz, Professionalisierung, Flexibilität, Studie,

Quelle In: European journal of psychology of education, 28 (2013) 3, S. 1023-1044, URL des Volltextes: https://doi.org/10.1007/s10212-012-0152-3
Beigaben Literaturangaben
Zusatzinformation Forschungsdaten, Studiendetails und Erhebungsinstrumente: https://www.fachportal-paedagogik.de/forschungsdaten/studiendetails.php?id=172
Sprache englisch
Dokumenttyp Zeitschriftenaufsatz
ISSN 0256-2928; 1878-5174
DOI 10.1007/s10212-012-0152-3
Erfasst von DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update 2018/4

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