Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation

• DOI: 10.1007/s11092-022-09393-z
• Publication Date: 2022-06-25T17:03:53Z
• Authors: Johannes König; Petra Hanke; Nina Glutsch; Daniela Jäger-Biela; Thorsten Pohl; Michael Becker-Mr...; Alfred Schabmann; Tina Waschewski
• Keywords: Empirical Research

Abstract This study suggests a comprehensive conceptualization of teacher knowledge for teaching early literacy in primary schools. Following the discourse on professional teachers, we argue that teachers’ relevant to support reading and writing at beginning school education is multidimensional by nature: Teachers need content (CK), pedagogical (PCK), general (GPK). Although research has made remarkable progress over last decade, particular domains such as mathematics, empirical using standardized assessment would allow in-depth analyses how acquired pre-service teachers during influences instructional quality student learning very scarce. The following questions are focused on: (1) Can be conceptualized terms CK, PCK, GPK allowing measurement? (2) How do acquire initial education? (3) Is premise students? We present schools Germany country our specific measurement instruments recently developed group. Assessment data 386 different stages used analyze questions. Findings show construct validity tests related hypothesized structure, curricular education, predictive quality. Implications development discussed.