Actual Disciplinary Knowledge, Perceived Disciplinary Knowledge, Teaching Experience and Teacher’s Training for Reading Instruction: A Study with Primary Portuguese and American Teachers // Conhecimento disciplinar efectivo, conhecimento percebido...

Abstract

In this study, the relation between primary teachers' actual disciplinary knowledge and teachers' perceived disciplinary knowledge in three distinct areas of reading instruction (phonics, fluency/ vocabulary/comprehension, and assessment/intervention), as well as the relation between teachers' experience and teachers' background with these variables is investigated. Participants include Portuguese primary teachers (n = 390) and American primary teachers (n = 390). Results show that the American teachers outperform the Portuguese teachers in almost every item in analysis. Canonical correlation and commonality analysis show that actual disciplinary knowledge and perceived disciplinary knowledge are relatively independent constructs. Regression analyses show that actual knowledge predicts a small but significant amount of the variance in perceived knowledge. Knowledge about phonics instruction is by far the best unique predictor of teachers' perceived knowledge. The hypothesis of miscalibration (the "unskilled-and-unaware effect") between actual knowledge and perceived knowledge in the less knowledgeable teachers was also explored. However, results do not suggest such an effect in our participants. Results also show that there are significant differences between Portuguese and American teachers, mainly in the area of knowledge about assessment/intervention.Keywords: Reading instruction; knowledge; perceived knowledge; miscalibration.Resumo Neste estudo investiga-se a relação entre conhecimento real e conhecimento percebido de professores do 1.º ciclo do ensino básico em três áreas distintas do ensino da leitura (ensino fónico, fluência/ vocabulário/compreensão e avaliação/intervenção), bem como a relação da formação e experiência dos professores com estas variáveis. Participaram no estudo 390 professores Portugueses e 390 professores Americanos. Os resultados revelam que os professores americanos superam os professores portugueses em quase todas as variáveis em análise. A análise das correlações canónicas e a análise das comunalidades mostra que o conhecimento disciplinar e a percepção de conhecimento disciplinar são constructos relativamente independentes. As análises de regressão mostram que o conhecimento disciplinar prediz uma pequena mas significativa porção da variância do conhecimento percebido, constituindo o conhecimento acerca do ensino fónico claramente o melhor preditor. Foi também explorada a hipótese da falta de calibração (o efeito "incompetente-e-inconsciente do facto") entre conhecimento e conhecimento percebido nos professores com menor nível de conhecimento. Os resultados, porém, não sugerem tal efeito nos nossos participantes. Os resultados mostram ainda a existência de diferenças significativas entre os professores Portugueses e Americanos, principalmente nos conhecimentos acerca de avaliação/intervenção.Palavras-chave: Ensino da leitura; conhecimento; conhecimento percebido; falta de calibração.Acknowledgements: Our special thanks to our colleagues Leandro Almeida (University of Minho)...

Phoneme awareness of prospective primary school teachers: How well are they prepared for early literacy instruction?

“…When further analysing the accuracy of (prospective) teachers' self-assessment, the findings are inconsistent. While Lopes et al (2014) found no evidence that (prospective) teachers overestimate their own performance, Cunningham et al (2004) report that in their study (N = 697) only 9 % assessed themselves fairly accurately. Aro and Björn (2016) report that the self-assessment of in-service teachers is uncorrelated with the actual performance, and that there is only a slightly positive but statistically significant correlation for prospective teachers.…”

“…However, phoneme awareness has already been intensively studied internationally, especially in the USA. More generally, existing research, such as that of Washburn et al (2016) in England, Canada, New Zealand and the US, Lopes et al (2014) in Portugal and the US, as well as Aro and Björn (2016) in Finland, found that explicit phoneme awareness of teachers differs in individual countries and in different orthographies but is overall at a rather low level. In the study by Lopes et al (2014), for example, Portuguese primary school teachers (N = 390) solved 43 % of the phoneme awareness tasks correctly while their US colleagues (N = 390) solved 54 %.…”

How Portuguese and American teachers plan for literacy instruction

“…The American and Portuguese teachers were a subgroup of participants from a larger study (Lopes et al, 2014) of teachers' knowledge and beliefs for reading instruction, all of whom had completed LAAGs relevant to the elementary grades. Table 1 displays the background characteristics of participants from each country.…”

“…In Portugal, the scientific literature on reading is less extensive than in the U.S.A. (Lopes, 2010). However, a study that compared the knowledge base of Portuguese and American teachers for teaching reading (Lopes et al, 2014) found that the Portuguese educators performed at significantly lower levels than the American educators, especially on questions that tapped their knowledge about research-based practices for assessment and intervention.…”

"Disleksi Bilgi ve İnanç Ölçeği"nin Geçerlik ve Güvenirlik Çalışması

“…Öğretmenin bilgisi ve öğretme uzmanlığı, öğrencinin okuma başarısı ile ilişkili olduğu bulunmuştur (Lane ve ark., 2008;Lyon ve Weiser, 2009). Öğretmen adayları ve öğretmenlerle yapılan öğretmen bilgisi çalışmaları, öğretmenlerin okumaya yeni başlayan ve/veya çabalayan okuyucular için okuma öğretimi ile ilgili temel dilbilgisel kavramlar (örneğin, fonoloji ve morfoloji) hakkında eksiklikleri olduğunu göstermektedir (Binks-Cantrell, Joshi, Washburn ve Hougen, 2012;Chesman, McGuire, Shankweiler ve Coyne, 2009;Joshi ve ark., 2009;Lopes, Spear-Swerling, Oliveira, Velasquez ve Zibulski, 2014;Moats, 2009;Piasta, Connor-McDonald, Fishman ve Morrison, 2009;Spear-Swerling, 2007). Bu bilgi olmadan, öğretmenlerin öğrencilerin okuma performanslarını özellikle de risk grubu çocuklarda okuma becerilerini önemli ölçüde geliştirmesi beklenemez.…”