Assessing Preservice Teachers' Pedagogical Knowledge of Code-Related Reading Instruction

• In Event: Supporting Excellence and Equity and Literacy Education

Abstract

Basing claims largely on technical knowledge, advocates of the science of reading allege that teacher preparation programs are not adequately preparing preservice teachers (PSTs) to teach children how to read. However, scholars argue that PSTs also additional forms of knowledge to be teachers of reading (Snow, et al., 2015). The purpose of this study was to understand how teacher educators can assess the code-related pedagogical content knowledge of PSTs and what the assessments uncover about PST learning. Analysis of three assessments (quizzes, lesson plan, and teaching demonstration) indicate that some PSTs who were successful on quizzes struggled to apply pedagogical knowledge. These findings demonstrate the importance of offering multiple forms of assessment that measure more than technical knowledge.

Authors

• Stephanie J. Shedrow, St. Norbert College

• Lindsay M. Stoetzel, Grand Valley State University