The Pedagogical Content Knowledge of a Multiliteracies Survey Instrument for Preservice Teachers That Meets the Needs of Diverse Populations

Tala Michelle Karkar Esperat
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Abstract

Abstract The diversity in classrooms has increased worldwide. An equitable learning experience is the desired outcome. When planning instruction teachers must attend to the varied needs of their diverse students. The study presents a survey that assesses preservice teachers’ use of different modalities of multiliteracies, new literacies, and literacy approaches in teaching nationally and globally via confirmatory factor analysis (CFA). The Pedagogical Content Knowledge of Multiliteracies (PCKM) was administered to a sample of preservice teachers; 251 preservice teachers participated in the validation of the instrument in this study, and an expert review panel was utilized. The CFA produced a good model fit. A coefficient omega within the range 0.82–0.93 shows the reliability of the constructs. The paper contributes to the literature on pedagogical content knowledge using 21st-century approaches. The discussion focuses on the practical implications of using the survey in teacher education programs. The PCKM is reliable and valid.
满足不同人群需求的职前教师多元素养调查工具的教学内容知识
在世界范围内,教室的多样性日益增加。公平的学习体验是期望的结果。在规划教学时,教师必须考虑到不同学生的不同需求。本研究提出了一项调查,通过验证性因素分析(CFA)评估职前教师在国内和全球教学中使用不同模式的多元素养、新素养和素养方法。对职前教师进行多元素养教学内容知识(PCKM)测试;251名职前教师参与本研究的仪器验证,采用专家评审小组。CFA产生了一个很好的模型拟合。系数ω在0.82-0.93范围内表示构式的信度。本文对使用21世纪方法的教学内容知识的文献做出了贡献。讨论的重点是在教师教育计划中使用调查的实际意义。PCKM是可靠和有效的。
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