ERIC Number: EJ1021909
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: N/A
The Relative Priority of Conceptual and Procedural Knowledge in University Second Language Teacher Education (SLTE) Programs: Perspectives of In-Service Language Teachers in New Jersey
Meadows, Bryan
Action in Teacher Education, v35 n3 p186-203 2013
Against a backdrop of critical discussion over the fundamental relevance of university teacher educator programs in general, this study surveyed 102 second-language K-12 teachers in New Jersey on their perceptions of the relative priority of conceptual teacher knowledge (i.e., theory/research) and procedural teacher knowledge (i.e., practical instructional techniques) in university Second Language Teacher Education program coursework. Likert-type scale and open-ended response survey data communicate a higher priority for procedural knowledge over conceptual knowledge. As is demonstrated in related studies, in-service teacher perspectives are nuanced on this issue. By reporting on in-service perceptions in a particular geographic and discipline area, this study enriches our general knowledge of in-service teacher perceptions seen more broadly.
Descriptors: Language Teachers, Second Language Instruction, Second Language Learning, Relevance (Education), Teacher Education, Knowledge Base for Teaching, Teacher Surveys, Teacher Attitudes, Likert Scales, Multilingualism, Item Analysis, Elementary School Teachers, Secondary School Teachers, Content Analysis, Qualitative Research
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey
Grant or Contract Numbers: N/A