Perceived and Actual Levels of Knowledge about Language amongst Primary and Secondary Student Teachers: Do They Know What They Think They Know?

Autor/inn/en	Sangster, Pauline; Anderson, Charles; O'Hara, Paul
Titel	Perceived and Actual Levels of Knowledge about Language amongst Primary and Secondary Student Teachers: Do They Know What They Think They Know?
Quelle	In: Language Awareness, 22 (2013) 4, S.293-319 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2012.722643
Schlagwörter	Student Teachers; Metalinguistics; Elementary School Teachers; Secondary School Teachers; Teacher Education; Knowledge Base for Teaching; Student Teacher Attitudes; Language Teachers; Modern Languages; Second Language Instruction; Foreign Countries; Literary Genres; English Teachers; Pedagogical Content Knowledge; Language Skills; Self Concept; Questionnaires; Surveys; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Metalanguage; Metasprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Language teacher; Sprachunterricht; Gegenwartssprache; Fremdsprachenunterricht; Ausland; Literarische Form; English language lessons; Englischunterricht; Pädagogische Kompetenz; Language skill; Sprachkompetenz; Selbstkonzept; Fragebogen; Survey; Umfrage; Befragung
Abstract	Previous research into student teachers' knowledge about language concluded that overall the picture was fairly bleak. Such research focused on the knowledge about language that the student teachers possessed when they moved from secondary school education into Initial Teacher Education (ITE) programmes. However, few studies have investigated the impact of the increasing demands on teachers, made in curricular documents throughout the last 20 years, to improve students' abilities in language and whether student teachers' knowledge about language had improved as a result of these curricular imperatives. This article reports on research into perceived and actual levels of knowledge about language conducted in a university in Scotland with students training to be primary teachers and secondary English and modern language teachers. Findings reveal that student teachers' levels of linguistic knowledge, as measured by the instrument employed in this study, are generally low contrasting with their own more positive perceptions of their competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10