Development of Pedagogical Knowledge Related to Teaching At-Risk Students: How Do Inservice Teachers and Preservice Teachers Compare?
This study examined the development of pedagogical knowledge of preservice and inservice teachers as they implemented newly learned assessment and instructional strategies with at-risk readers in clinical settings. The preservice teachers worked in pairs to tutor children during the regular semester at a university reading clinic; the inservice teachers worked for four days a week for six weeks in a special reading academy. Four stages of development emerged from the examination of the reflective responses of teachers that they wrote after each tutoring sessions with the at-risk readers. The stages identified were: novice, advance beginner, competent, and proficient.