Content Knowledge for Teaching Reading

Résumé du livre

Article 3. In this qualitative study, I investigate the content-specific knowledge and reasoning 19 teachers and 19 non-teachers use when responding to the teaching situations and questions presented in the CKT-R items. Teacher responses are characterized by use of knowledge of content, students, and teaching that goes beyond the immediate information provided in the teaching situation, while non-teachers draw on knowledge related to their own personal experience as readers. These differences suggest that teachers use a more relevant and robust knowledge base to reason about the situations encountered when teaching reading. Difficulties exhibited by participants fall primarily into two categories: difficulty diagnosing the teaching situation and lack of understanding of the language and terms used in teaching reading.