Similarities and Differences in Teachers' Practical Knowledge About Teaching Reading Comprehension

• Published in: The Journal of educational research (Washington, D.C.) Vol. 94; no. 3; pp. 171 - 184
• Main Authors: Meijer, Paulien C., Verloop, Nico, Beijaard, Douwe
• Format: Journal Article
• Language: English
• Published: Washington, DC Taylor & Francis Group 01.01.2001; Heldref Publications; Taylor & Francis Inc
• Subjects: Biological and medical sciences; Classrooms; Educational psychology; Educational research; Foreign Countries; Fundamental and applied biological sciences. Psychology; High School Students; Knowledge; Language Teachers; language teachers' practical knowledge; Learning; Netherlands; Practical Knowledge; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Qualitative research; questionnaire designed from qualitative study; Questionnaires; Reading; Reading Comprehension; Reading Instruction; Reading tables; Science education; Secondary Education; Students; Studies; Teacher; Teacher Educators; Teacher Knowledge; Teachers; Teaching; teaching reading comprehension; Netherlands; New York; Thousand Oaks California; United States > US; Human; Teacher; Verbal comprehension; Reading; Language; Teaching
• ISSN: 0022-0671; 1940-0675
• DOI: 10.1080/00220670109599914

The similarities and differences in language teachers' practical knowledge about teaching reading comprehension to 16- to 18-year-old students were explored. A questionnaire was developed that consisted of closed-format questions derived from a qualitative in-depth study on teachers' practical knowledge about teaching reading comprehension. The results indicate that part of teachers' practical knowledge was shared knowledge and that 4 scales of (unshared) practical knowledge could be distinguished. On the basis of those scales, 4 clusters of teachers were identified, each representing a specific focus of teachers' practical knowledge.