Spear-Swerling Louise, Brucker Pamela Owen, Alfano Michael P
Department of Special Education and Reading, Southern Connecticut State University, New Haven, CT 06515, USA.
Ann Dyslexia. 2005 Dec;55(2):266-96. doi: 10.1007/s11881-005-0014-7.
After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics, and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers scored well below ceiling on the tasks. Regression analyses indicated that teachers' self-perceptions and knowledge were positively influenced by both level of preparation and teaching experience, although the influences on teachers' knowledge differed by task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial gap between research on reading and teacher preparation in reading.
在对自己在三个领域（阅读/阅读发展知识、音素意识/自然拼读法、词素意识/结构分析）与读写能力相关的知识进行评分后，研究生教师教育专业的学生完成了五项旨在测量他们在这些领域实际学科知识的任务。具有高水平先前背景（即课程准备和经验）的教师在所有领域给自己的评分都显著高于低背景教师；高背景参与者在所有任务上的表现也显著优于低背景参与者。然而，即使是高背景教师在这些任务上的得分也远低于满分。回归分析表明，教师的自我认知和知识受到准备水平和教学经验的积极影响，尽管对教师知识的影响因任务而异。教师对自己的知识有一些准确的认知，尤其是在自然拼读法领域。结果表明，区分准备水平可能有助于研究教师知识，也支持了阅读研究与阅读教师准备之间存在巨大差距的观点。
