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

Autor/inn/en	Behrmann, Lars; Souvignier, Elmar
Titel	Pedagogical content beliefs about reading instruction and their relation to gains in student achievement.
Quelle	In: European journal of psychology of education, 28 (2013) 3, S. 1023-1044Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0256-2928; 1878-5174
DOI	10.1007/s10212-012-0152-3
Schlagwörter	Pädagogisches Denken; Professionalisierung; Flexibilität; Lesekompetenz; Sekundarstufe I; Unterrichtsinhalt; Lesekompetenz; Professionalisierung; Flexibilität; Studie; Studie
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.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/4