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ERIC Number: EJ1021909
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0162-6620
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.
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