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ERIC Number: EJ1036464
Record Type: Journal
Publication Date: 2013-Sep
Pages: 22
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0256-2928
Pedagogical Content Beliefs about Reading Instruction and Their Relation to Gains in Student Achievement
Behrmann, Lars; Souvignier, Elmar
European Journal of Psychology of Education, v28 n3 p1023-1044 Sep 2013
Teachers' pedagogical content beliefs about reading instruction are likely to predict progress in student achievement. Thus, in this study, 15 pre-service teachers gave reading promotion to low-performing sixth- and seventh-graders over a time period of 6 months. The pre-service teachers' pedagogical content beliefs were then related to their students' reading achievement gains. In contradiction to previous findings, the results demonstrate direct-transmissive beliefs to be positively related with student achievement. Finally, whether there is an influence of practical teaching experiences on the development of pre-service teachers' pedagogical content beliefs was examined. For that reason, the belief development during the 6-month period was compared between pre-service teachers with and without teaching experience. Results show teaching pre-service teachers' beliefs to have developed away from constructivistic positions and toward a direct-transmissive direction. The beliefs of student teachers without teaching experience, on the contrary, tended to slightly develop in diametrically opposed directions. Implications of the results are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A