Knowledge for Reading and Responding to Writing
What is it about?
Do teachers need to develop specialized professional knowledge in order to read and respond effectively to elementary students' writing? This study suggests they do. Differences in preservice teachers' reading and responding appear to be related to differences in two specialized types of professional knowledge: (1) Knowledge of Content and Students, which includes knowledge about children’s typical patterns of understanding, including common conceptions, misconceptions, and error patterns at various ages or points of development; and (2) Knowledge of Content and Teaching, the knowledge that allows teachers to make instructional decisions about how to make content accessible to students.
Why is it important?
Elementary teachers report feeling underprepared for teaching writing. Findings from this study can inform efforts to improve teacher preparation and professional development in the discipline of writing.
The following have contributed to this page: Ellen Ballock