Does teachers' pedagogical content knowledge affect their fluency instruction?

H. T. G. Van den Hurk*, A. A. M. Houtveen, W. J. C. M. Van de Grift

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)

Abstract

The relation is studied between teachers' pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant gamma-value of .29, indicating that only 8% of the variance in teachers' classroom behaviour in teaching fluent reading is accounted for by teachers' pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction.

Original languageEnglish
Pages (from-to)1231-1249
Number of pages19
JournalReading and writing
Volume30
Issue number6
DOIs
Publication statusPublished - Jun-2017

Keywords

  • Pedagogical content knowledge
  • Reading fluency
  • Structural equation modeling
  • Primary education
  • Teacher training
  • READING FLUENCY
  • LITERACY
  • PRESERVICE
  • STUDENTS
  • SILENT
  • COMPREHENSION
  • PERCEPTIONS
  • ACQUISITION
  • EXPERTISE
  • AWARENESS

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