1887
Volume 2, Issue 2
  • ISSN 2665-9581
  • E-ISSN: 2665-959X
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Abstract

Abstract

This overview paper discusses two major dimensions of professional teacher competencies: content knowledge and beliefs about linguistics (or grammar, respectively). Research has found that teacher trainees as well as practicing teachers often have gaps in their knowledge about grammar. Since a lack of content knowledge has negative implications for teachers’ actions in the classroom, we need to think of ways to make teacher education in the field of linguistics more successful and sustainable. In the article, several approaches targeting the explanation of low grammatical content knowledge are assessed; however, an emphasis is put on the idea that epistemological beliefs play a major role for students’ learning success suggesting that there is a relationship between content knowledge and beliefs which should be further explored in future research.

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2021-04-23
2021-10-22
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  • Article Type: Research Article
Keyword(s): epistemological beliefs; grammar knowledge; grammar teaching; teacher education
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