Professional Content Knowledge of Grades One—Three Teachers in Sweden for Reading and Writing Instruction: Language Structures, Code Concepts, and Spelling Rules

Alatalo, Tarja

doi:10.1080/00313831.2015.1024734

Cited by 7 publications

(11 citation statements)

References 33 publications

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“…According to various studies (Alatalo, 2015;Aro & Björn, 2015;Bos et al, 2001;Crim et al, 2008;Moats & Foorman, 2003;Stark et al, 2016), there appears to be a tendency with regard to the limited knowledge of phonological awareness, phonics, and language structure that many teachers appear to have. It also appears that this limited knowledge on in-depth language structures may not have such adverse effects on the teachers' ability to teach reading effectively.…”

Section: Discussionmentioning

confidence: 99%

Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia

February

2020

JULACE

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A number of international and national assessments show that Namibian children are not reading according to set benchmarks. The teaching and learning of reading can only be as good as the teachers who facilitate the reading acquisition process. Namibian learners are formally taught how to read in Grade 1, and thus this article focuses the perceptions of Grade 1 teachers in Windhoek, Namibia regarding their knowledge and classroom practices in teaching reading and how they support their learners’ reading acquisition. Through a survey to gauge their use of reading practices, 132 teachers were asked about the teaching methods they use, the specific instruction content they use, how they create a literate classroom, how they encourage and support poor readers, and whether and how reading instruction in small groups occurs. Their teacher training was examined, as well as the knowledge that they have regarding certain language and reading components that support reading instruction. Teachers reported that they mostly use a range of methods when teaching reading (83%), while (15%) report using only one method. Of all the reading and language skills that teachers had to select from, 90% included phonological awareness as part of their reading instruction content, more so than the other reading and language skills. Among different strategies used to create a literate environment in the classroom, the majority (82%) use labels and notices to draw children's attention to literacy. To encourage struggling readers to read, teachers indicated they mainly use simple, easy texts so that poor readers can experience success. The results of the study reveal that while most Grade 1 teachers (81%) claim that they have received average to excellent training in teaching reading and demonstrate that they overwhelmingly agree (99%) with good reading practices and beliefs, the results reveal that their actual knowledge of various aspects of reading does not relate to their stated teacher training and reading beliefs. It appears that the overall average for the knowledge section showed that less than 37% of teachers had detailed knowledge of specific aspects of reading such as being able to identify syllables, morphemes, and speech sounds in words as well as demonstrating knowledge of phonics, phonemes, and diphthongs. The article discusses some strategies to alleviate some of the issues highlighted in the results.

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Section: Discussionmentioning

confidence: 99%

Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia

February

2020

JULACE

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“…Regarding the quality of teaching reading, research also suggests that the role of teacher training is decisive. The teachers' knowledge of reading topics, for example, is significantly related to teacher training (Alatalo, 2016). Disciplinary competencies have furthermore been shown to be positively related to students' literacy learning (Clotfelter et al, 2007;Lane et al, 2008;Moats & Foorman, 2003;Strauss & Sawyer, 1986).…”

Section: Teaching Readingmentioning

confidence: 99%

Estimating effects of teacher characteristics on student achievement in reading and mathematics: evidence from Swedish census data

Johansson

Gustafsson

Hansson

et al. 2023

Scandinavian Journal of Educational Research

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There is consensus that, for student achievement, teachers matter. However, providing reliable research evidence for the effects of observable teacher characteristics, such as qualification measures, has been difficult. The current study uses panel data based on register information from teachers and students to estimate effects of teacher characteristics on student achievement in mathematics and Swedish in Grade 6. Applying fixed-effects regression to a large sample of schools, we observed significant positive effects of several teacher characteristics. Having a teaching license was found to be one of the most important qualification measures, but teachers' level of experience was also important for student achievement. The effects of teacher qualifications were generally stronger for mathematics than for Swedish.

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“…The present study attends to the quality assurances of changes in content knowledge (Shulman, 1987), and it is very relevant because teachers need to understand the subjects they teach (Ball et al, 2008). It has been found across different languages that many teachers lack sufficient knowledge about language structure as well as the good teaching practices needed in order to effectively help their students acquire basic writing skills (Alatalo, 2016;Oakley, 2018;Puliatte & Ehri, 2018). The lack of knowledge that has been observed in both pre-service teachers and in-service teachers often goes hand in hand with incorrect teacher beliefs regarding what they need to know and do in order to help their students learn (Ball et al, 2008).…”

Section: Teacher Knowledgementioning

confidence: 99%

Effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write

González

Seoane

García

et al. 2020

Computer Assisted Learning

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The present study evaluated the effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to write. A sample of pre-service teachers and in-service teachers from Mexico, Guatemala, Ecuador, Colombia, and Spain participated in the online course. Findings suggest that teachers may improve their knowledge of transcription skills (i.e., handwriting/typing, spelling), text production, and strategies for composing as necessary components of quality writing instruction. Effects were also found on the teachers' implicit beliefs. Finally, both pre-service and in-service teachers positively rated the online course received.

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Professional Content Knowledge of Grades One—Three Teachers in Sweden for Reading and Writing Instruction: Language Structures, Code Concepts, and Spelling Rules

Cited by 7 publications

References 33 publications

Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia

Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia

Estimating effects of teacher characteristics on student achievement in reading and mathematics: evidence from Swedish census data

Effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write

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