What Benefits can be Derived from Teaching Knowledge about Language to Preservice Teachers?

Michael D Carey; Michael Christie; Peter R Grainger

doi:10.14221/ajte.2015v40n9.2

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What Benefits can be Derived from Teaching Knowledge about Language to Preservice Teachers?

Journal article

Open access

Peer reviewed

What Benefits can be Derived from Teaching Knowledge about Language to Preservice Teachers?

Michael D Carey, Michael Christie and Peter R Grainger

Australian Journal of Teacher Education, Vol.40(9), pp.16-30

2015

DOI: https://doi.org/10.14221/ajte.2015v40n9.2

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Abstract

preservice teachers

My Writing Lab Global (MWLG)

English grammar

teacher education programs

This paper evaluates the validity of teaching English grammar to preservice teachers in a teacher education course at a regional university. The course was delivered in blended mode using the grammar component of My Writing Lab Global (MWLG) and face-to-face instruction. The aim of this study was to establish if there are benefits to derive from teaching knowledge about language (KAL) to preservice teachers. Our quasi-experimental study found MWLG was well-received by participants who believed it had improved their KAL; this improvement was confirmed by 10% improvement on a pre and post KAL test (p < .001). MWLG scores and the KAL test also reliably predicted other academic competencies: the students' accumulated GPA and their final written assessment scores for the course (r= .4 to .54; p <.01). Collectively, these findings suggest that explicit KAL is valued and valid knowledge and should be included in teacher education programs.

Details

Title: What Benefits can be Derived from Teaching Knowledge about Language to Preservice Teachers?
Authors: Michael D Carey (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Michael Christie (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Peter R Grainger (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Publication details: Australian Journal of Teacher Education, Vol.40(9), pp.16-30
Publisher: Edith Cowan University
Date published: 2015
DOI: 10.14221/ajte.2015v40n9.2
ISSN: 1835-517X
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland; Engage Research Lab
Language: English
Record Identifier: 99449913902621
Output Type: Journal article

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