Development of Pedagogical Knowledge Related to Teaching At-Risk Students: How Do Inservice Teachers and Preservice Teachers Compare?
Year: 2002
Type: article
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.
Authors: Diane D. Allen, Rebecca A. Swearingen
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1570230015