Teachers’ Perceived Skills and Pedagogical Content Knowledge in Supporting Students’ Reading

This study examined Estonian teachers’ perceived skills to support students’ reading development and changes in perceived skills and pedagogical content knowledge during a practice-based teacher professional development program. In total, 204 teachers self-rated their skills in supporting students...

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Autors principals:	Kristi Jakobson, Piret Soodla, Anna-Liisa Jõgi, Mikko Aro, Maris Juhkam
Format:	Artigo
Idioma:	Inglês
Publicat:	Cappelen Damm Akademisk NOASP 2026-06-01
Col·lecció:	Nordic Journal of Literacy Research
Matèries:	teachers' perceived skills teachers' pedagogical content knowledge professional development program reading instruction comprehension strategies
Accés en línia:	https://nordicliteracy.net/index.php/njlr/article/view/7684
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