Cunningham Anne E, Perry Kathryn E, Stanovich Keith E, Stanovich Paula J
Graduate School of Education, University of California, Berkeley, Berkeley, California 94720, USA.
Ann Dyslexia. 2004 Jun;54(1):139-67. doi: 10.1007/s11881-004-0007-y.
Recently, investigators have begun to pay increasing attention to the role of teachers' domain specific knowledge in the area of reading, and its implications for both classroom practice and student learning. The aims of the present study were to assess kindergarten to third-grade teachers' actual and perceived reading-related subject matter knowledge, and to investigate the extent to which teachers calibrate their reading related subject matter knowledge by examining relationships between actual and perceived knowledge. Results indicated that while teachers demonstrated limited knowledge of children's literature, phoneme awareness, and phonics, the majority of these same teachers evaluated their knowledge levels quite positively. Teachers demonstrated some ability to calibrate their own knowledge levels in the area of children's literature, yet they were poorly calibrated in the domains of phoneme awareness and phonics. These findings suggest that teachers tend to overestimate their reading related subject matter knowledge and are often unaware of what they know and do not know. Implications for the design of teacher education at both the preservice and inservice levels are discussed.
最近，研究人员开始越来越关注教师在阅读领域的特定学科知识的作用，以及它对课堂实践和学生学习的影响。本研究的目的是评估幼儿园至三年级教师实际的和自认为的与阅读相关的学科知识，并通过考察实际知识与自认为的知识之间的关系来调查教师校准其阅读相关学科知识的程度。结果表明，虽然教师在儿童文学、音素意识和自然拼读方面的知识有限，但这些教师中的大多数对自己的知识水平评价颇高。教师在儿童文学领域表现出一定的校准自身知识水平的能力，但在音素意识和自然拼读领域，他们的校准能力较差。这些发现表明，教师往往高估自己与阅读相关的学科知识，并且常常意识不到自己知道什么和不知道什么。文中讨论了对职前和在职教师教育设计的启示。
