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AutorenBehrmann, Lars; Souvignier, Elmar
TitelPedagogical content beliefs about reading instruction and their relation to gains in student achievement.
QuelleIn: European journal of psychology of education, 28 (2013) 3, S. 1023-1044
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BeigabenLiteraturangaben; Abbildungen; Tabellen
ZusatzinformationForschungsdaten, Studiendetails und Erhebungsinstrumente
Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0256-2928; 1878-5174
DOI10.1007/s10212-012-0152-3
SchlagwörterPädagogisches Denken; Sekundarstufe I; Unterrichtsinhalt; Lesekompetenz; Professionalisierung; Flexibilität; Studie
AbstractTeachers' 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 vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2018/4
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