Epistemology of undergraduate preservice teachers in a tutorial setting: Transitioning content knowledge into pedagogical content knowledge in literacy education.

摘要

This study traced changes of epistemology over six weeks as seven undergraduate university students tutored young readers in a university-based reading clinic. Three research questions provided guidance for this study---(a) What dimensions are predominant in undergraduate preservice teachers' initial ideas about literacy instruction, (b) what patterns can be seen in undergraduate preservice teachers' epistemological development while tutoring in a university-based reading clinic, and (c) how do the instructional literacy practices of undergraduate preservice teachers change as they experience epistemological growth? Data was collected through three primary collection tools: interviews, observations, and collected artifacts. Shulman's (1987) model of Pedagogical Reasoning and Action was used as a coding system when analyzing the collected data. The findings from this study could help teacher-training programs provide needed support and training for inexperienced reading teachers and, as a result, inexperienced teachers may enter the field of teaching with sophisticated epistemologies. This change in teacher epistemology will influence teacher retention, thus reducing the cost to school districts. In addition, this advancement may increase student success in learning to read.