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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
Dalarna University, School of Education, Health and Social Studies, Educational Work.ORCID iD: 0000-0002-2130-4797
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 5, p. 477-499Article in journal (Refereed) Published
Abstract [en]

In this study, Swedish teachers of grades 1-3, with various teacher-training backgrounds, were tested to determine if they have the requisite awareness of language elements and the way these elements are represented in writing. The results were poor, yet the indication was that teachers with a good educational background in literacy and a good deal of teaching experience know significantly more than teachers whose teacher training included fewer or no courses in literacy instruction and who had less experience. The results indicate that it may be difficult for many teachers in the sample to provide adequate instruction in basic reading and writing. However, the study did not investigate how knowledge is used in practice, on which further research is needed. The importance of professional content knowledge is discussed.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2016. Vol. 60, no 5, p. 477-499
Keywords [en]
Code Concepts, Language Structure, Spelling Rules, Reading and Writing Instruction, Teacher Competence, Teacher Content Knowledge
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-15004DOI: 10.1080/00313831.2015.1024734ISI: 000382933600001OAI: oai:DiVA.org:du-15004DiVA, id: diva2:740221
Available from: 2014-08-23 Created: 2014-08-23 Last updated: 2017-12-05Bibliographically approved

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Alatalo, Tarja

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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
  • html
  • text
  • asciidoc
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