BEING AND BECOMING AN EXPERT READING TEACHER

It is na?ve to think that a finished teaching product can be created in four semesters of any teacher preparation program.?These programs instead provide the knowledge and skills for preservice teachers to begin their journey toward being and becoming skillful professionals and, eventually, expert teachers.?

A body of knowledge is an essential component of being and becoming an expert in any domain (Sternberg & Williams, 2010).?To become an expert teacher, there are four kinds of knowledge necessary: pedagogical knowledge, pedagogical content knowledge, content knowledge, and knowledge of learners and learning (Bruer, 1999; Darling-Hammond, 1999; Eggen & Kauchak, 2007; Johnson, 2019; Sternberg & Williams, 2010).?

? Pedagogical knowledge.?This is knowledge of general teaching strategies used to impart information, teach skills, or enhance learning in all subject areas.?This include strategies such as cooperative learning, expository teaching, discovery learning, problem-based learning, inquiry, universal design for learning, and various forms of multi-level instruction (Johnson, 2017).?Expert teachers have a toolbox filled with an assortment of these strategies that can be used with a variety of students in a variety of situations.?

? Pedagogical content knowledge.?This is knowledge of teaching strategies used to teach specific content or skills.?For example, expert teachers know the best strategies for teaching reading (Johnson, 2016), science, math, writing, or other content areas.?

? Content knowledge.?This is a body of knowledge related to the subject matter that is to be taught.??Expert teachers have subject area expertise.?For example, math teachers know a lot about math, social studies teachers know a lot about social studies, etc.?This body of knowledge guides the expert teacher in deciding what is taught and in what order.?Expert elementary and special education teachers often are required to have expertise in a variety of areas.

? Knowledge of learners and learning.?This is knowledge of the learning process, learning theories, and human development as it relates to social, emotional, intellectual, moral, and personal development.?Expert teachers know about their students and how these students best learn.?

References

Bruer, J.T. (1999) Schools for thought: A science of learning in the classroom. Cambridge, MA: MIT Press.

Darling-Hammond, L. (1999). Teacher quality and study achievement: A review of state policy evidence. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington.

Eggen, P. & Kauchak, D. (2007). Educational psychology: Windows on classrooms. Upper Saddle River, NJ: Pearson.

Johnson, A. (2016). 10 essential instructional elements for students with reading difficulties: A brain-friendly approach. Thousand Oaks, CA: Corwin

Johnson, A. (2017). Teaching strategies for all teachers. Lanham, MD: Rowman and Littlefield.

Johnson, A. (2019). Essential Learning theories and their applications (accepted for publication). Lanham, MD: Rowman and Littlefield.

Sternberg, R.J. & Williams, W.M. (2010). Educational psychology. Boston, MA: Allyn and Bacon.