ERIC Number: ED312220
Record Type: RIE
Publication Date: 1989-Feb
Exploring Preservice Teachers' Knowledge Structures about Reading.
Weidler, Sarah D.
Research suggests that preservice teachers who have organized knowledge structures are able to respond to instructional situations more effectively than those who do not. It appears that the way a teacher organizes knowledge influences how easily the information is accessed and applied in instructional situations. This study investigated the interrelationship between preservice teachers' knowledge structures about reading and their actual instructional actions. Three questions were posed: (1) Do knowledge structures about reading evolve or grow more coherent as new knowledge is acquired during a reading methods course? (2) Is there a relationship between the coherence of knowledge structures and effective instructional action? and (3) Do preservice teachers perceive a relationship between their knowledge structures and actual instructional practice? Ten preservice teachers were required to develop an "ordered tree" at the beginning, middle, and end of the semester. This exercise allows persons to display concepts included in their knowledge structures and how they are tied together into a network of relationships. Data from the study indicated that preservice teachers' knowledge structures grow more coherent as new knowledge is acquired and that knowledge structures appear to be associated with instructional practice. The subjects did not appear to perceive a relationship between their knowledge structures as reflected in an ordered tree and their actual teaching. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Eastern Educational Research Association (Savannah, GA, February, 1989).