The Relations Between Elementary Teacher's Didactic Knowledge and their Preservice Specialization, Seniority in Teaching, and School System

摘要

The relations between the ideational didactical knowledge of Israeli elementary language teachers and 3 professional variables were examined and the findings were that their preservice preparation to teach first language to 1st and 2nd graders had no effect on their knowledge, their school system (Jewish or Arabic) was unrelated to their knowledge, and on most dimensions of the didactical ideational knowledge teachers with high seniority has higher values than those with low seniority. Implications for supervisory conferences were drawn from these findings.