What is it a good teacher knows? He/she knows what is being taught AND whether students know what is being taught. A recent study (summarized by Willingham) evaluated what middle school science teachers knew about physical science with an emphasis on concepts that are prone to misconception (meaning not so much the lack of knowledge, but faulty beliefs – see below). Teachers not only answered questions about the science concepts, but indicated how students were likely to answer the questions. Both forms of knowledge (perhaps these forms of knowledge might be described as content and pedagogical) were important. The study found that less capable students were particularly vulnerable when teachers lack content knowledge. This study has important implications for understanding teacher competence and the type of teacher most needed in schools with many underperforming students. While this may seem obvious, the reality is that chronically underperforming schools are less likely to attract AND keep the more competent teaches.
