The Relative Priority of Conceptual and Procedural Knowledge in University Second Language Teacher Education (SLTE) Programs: Perspectives of In-Service Language Teachers in New Jersey

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.