Source: Action in Teacher Education, Volume 35, Issue 3, 2013, pages 186-203
This study examined second-language K–12 teachers' perceptions of the relative priority of conceptual teacher knowledge (i.e., theory/research) and procedural teacher knowledge (i.e., practical instructional techniques).
The participants were in 102 second-language K–12 teachers, who enrolled university Second Language Teacher Education program coursework in New Jersey.
Data were collected through survey.
The data communicate a higher priority for procedural knowledge over conceptual knowledge.
As is demonstrated in related studies, in-service teacher perspectives are nuanced on this issue.
By reporting on in-service perceptions in a particular geographic and discipline area, this study enriches the general knowledge of in-service teacher perceptions seen more broadly.
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