Developing an Instrument for Assessing Pedagogical Content Knowledge in Teaching Reading Comprehension Based on the 2018 Literacy Curriculum Guideline in Vietnam
Saved in:
| Title: | Developing an Instrument for Assessing Pedagogical Content Knowledge in Teaching Reading Comprehension Based on the 2018 Literacy Curriculum Guideline in Vietnam |
|---|---|
| Language: | English |
| Authors: | Nguyen-Bich-Thy Bui (ORCID |
| Source: | Education 3-13. 2025 53(6):1032-1044. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | Pedagogical Content Knowledge, Reading Comprehension, Reading Instruction, Elementary School Teachers, Teacher Competency Testing, Competency Based Education, Test Validity, Test Reliability, Foreign Countries, Preservice Teachers |
| Geographic Terms: | Vietnam |
| DOI: | 10.1080/03004279.2023.2260828 |
| ISSN: | 0300-4279 1475-7575 |
| Abstract: | In Vietnam, the Ministry of Education and Training recently issued the 2018 Literacy Curriculum Guideline, which required elementary teachers to add different knowledge for teaching reading comprehension based on the competency-based approach. This study aimed to develop an instrument to assess pedagogical content knowledge for teaching reading comprehension based on this curriculum guideline. Participants were a group of four experts, 126 pre-service teachers in three universities of education, and 105 in-service teachers in ten elementary schools in Ho Chi Minh City. Using four stages of instrument development, the Pedagogical Content Knowledge for Teaching Reading Comprehension Instrument (PCK-RC) was developed, including 58 items. Data analyses found high levels of validity and reliability for the PCK-RC instrument. Moreover, data collection with larger samples and integration with interviews, and observations are recommended to measure teacher knowledge in reading comprehension more profoundly. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493369 |
| Database: | ERIC |
| Abstract: | In Vietnam, the Ministry of Education and Training recently issued the 2018 Literacy Curriculum Guideline, which required elementary teachers to add different knowledge for teaching reading comprehension based on the competency-based approach. This study aimed to develop an instrument to assess pedagogical content knowledge for teaching reading comprehension based on this curriculum guideline. Participants were a group of four experts, 126 pre-service teachers in three universities of education, and 105 in-service teachers in ten elementary schools in Ho Chi Minh City. Using four stages of instrument development, the Pedagogical Content Knowledge for Teaching Reading Comprehension Instrument (PCK-RC) was developed, including 58 items. Data analyses found high levels of validity and reliability for the PCK-RC instrument. Moreover, data collection with larger samples and integration with interviews, and observations are recommended to measure teacher knowledge in reading comprehension more profoundly. |
|---|---|
| ISSN: | 0300-4279 1475-7575 |
| DOI: | 10.1080/03004279.2023.2260828 |
