Date
8-2021
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Rebecca Lunde
Keywords
educator preparation program, Praxis Subject Assessment, content knowledge, pedagogical knowledge, dispositions, Candidate Preservice Assessment of Student Teaching Form
Disciplines
Education
Recommended Citation
Arnold, Miranda, "The Predictive Relationship between Elementary Pre-service Teacher Praxis Subject Assessment Scores and Pedagogical Knowledge" (2021). Doctoral Dissertations and Projects. 3136.
https://digitalcommons.liberty.edu/doctoral/3136
Abstract
The purpose of this study was to examine the relationship of elementary pre-service teachers’ pedagogical knowledge with the predictor variable of content knowledge. This quantitative, correlational study measured content knowledge through the Praxis Subject Assessment – Elementary Education: Multiple Subjects scores, including the four subtests: Reading and Language Arts, Mathematics, Social Studies, and Science. The criterion variable of pedagogical knowledge was obtained through the scores from the Candidate Preservice Assessment of Student Teaching Form. Scores from the two assessment instruments for 167 elementary education pre-service teachers were collected through archived data from one educator preparation program. A multiple regression analysis demonstrates a lack of sufficient evidence to support a significant predictive relationship of the linear combination of the four subtests on elementary pre-service teachers’ pedagogical knowledge or performance.
