Content and Pedagogical Knowledge Among Three Groups of College Students on Praxis and Critical Race Theory Measures

• In Event: 30.081 - Poster Session 5
  In Poster Session: 30.081-4 - Science Learning and Teaching Posters II

Abstract

This research evaluates the science content knowledge of 119 pre-service teachers with a high disciplinary content background and good pedagogy background (HDB), pre-service teachers with a typical college disciplinary background and high pedagogy background (TDB) students and a subpopulation of university population of students with typical college disciplinary background and no pedagogical background (TDPB). students from a program which emphasized high disciplinary knowledge scored best on our test bank of typical Praxis test items on content and pedagogy. Students with no STEM or education major scored as well and sometimes better than the group of students with typical disciplinary content and high pedagogical content knowledge and less than the high disciplinary knowledge students.

Authors

• Anthony Petrosino, The University of Texas - Austin

• Michele Johnson Mann, The University of Texas - Austin

• Sneha Tharayil