Developing Code-Related Pedagogical Content Knowledge in Teacher Preparation Programs: Recommendations From an Integrative Literature Review (Poster 28)

• In Event: Thursday Poster Session 12:40 pm
  In Poster Session: Research in Reading and Literacy Poster Session 1

Abstract

The ongoing debate on the “science of reading” movement continues to raise issues with code-related instruction in teacher preparation programs. In order to move the debate forward, this integrative literature review examines 18 studies of code-related content and pedagogical knowledge to identify what learning opportunities preservice teachers are afforded in their teacher preparation programs. We found that there is little evidence to characterize code-related knowledge development or draw connections between what preservice teachers know about code-related knowledge and what their coursework contained. The body of research overlooked diversity in both preservice teachers and beginning readers. We offer recommendations for further study looking at course content and instructional practices.

Authors

• Amy K. Edlefson, Michigan State University

• Laura S. Tortorelli, Michigan State University