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ERIC Number: EJ1152454
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1068-1752
Fostering Pre-Service Teachers' Pedagogical Content Knowledge through Collaborative Coaching
Myers, Joy; Gray, Erika
SRATE Journal, v26 n2 p32-40 Sum 2017
This study uses activity theory to examine collaboration between graduate students (in-service teachers) serving as literacy coaches and undergraduate students (pre-service teachers) functioning as tutors in a university reading clinic. The participants tutored students in grades first through sixth for seven weeks. The purpose of the study was to understand how this experience shaped the pre-service teachers' pedagogical content knowledge. The data showed that through various types of collaboration, the participants' knowledge of struggling readers grew. Implications include creating and examining additional "spaces" for pre-service and in-service teachers to collaborate in order to strengthen pedagogical content knowledge.
Southeastern Regional Association of Teacher Educators. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A