The Power and Possibilities of Developing Preservice Teacher Pedagogical Content Knowledge to Inform Literacy Teacher Education Practices

• In Event: Literacy Considerations in Teacher Education

Abstract

Pedagogical content knowledge, or PCK, are the knowledge and abilities unique to teachers, based upon the nuanced complexities of knowing how to teach in agreement to what they teach. Typically, preservice teachers develop PCK by applying and integrating a combination of skills, practices, and content learned through coursework, field experiences, and reflection. However, the quality of the field experience and level of support offered between coursework and application varies significantly and ultimately impacts development of PCK. This formative design describes salient findings from a five-year study examining preservice teachers’ literacy PCK during a four-week, clinical field experience in the United Kingdom. In this presentation, we will share findings from multiple iterations to our program based on data collected each year.

Authors

• Stephanie M Branson, University of South Florida

• Danielle V. Dennis, University of Rhode Island

• Sherridon Sweeney, University of South Florida - Tampa

• Meg Jones, University of Rhode Island