ERIC Number: ED338565
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: 0
Assessing the Relationship between Reflective Practice, Content Knowledge, and Teaching Effectiveness of Student Teachers.
Hill, Flo H.; And Others
This study was conducted in order to determine the kinds of knowledge third grade teachers need to teach an effective unit and to determine the relationship between content knowledge and classroom performance. The research focused on the subject matter areas in which three student teachers believed they were most and least confident. Data for this study consisted of written comprehensive unit plans, classroom observations, and transcribed interviews collected over a 4-month period during the student teaching experience. The study compared one student teacher knowledgeable in science and social studies, who could use education coursework to tie together content knowledge and pedagogy, and two student teachers with little knowledge of the topics and concepts they were to teach in physical education, art, and social studies. The results of the study suggest that an informed knowledge of student teachers' abilities in planning and teaching can result in preservice training wherein students are helped to: (1) integrate content knowledge and content specific pedagogical skills; (2) identify critical concepts and principles within the content; (3) see the relationships among the elements; and (4) apply this learning in a school setting. Fifty pages of tables, a list of 28 references, and appendixes containing the "System for Teaching and Learning Assessment and Review" and interview questions are included. (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers: Knowledge Base for Teaching; Louisiana State University
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).