Understanding informational texts: preservice teachers’ subject matter content knowledge

Teachers’ abilities to provide effective instruction and support positive academic outcomes are typically thought to be a combination of their pedagogical and content knowledge. This study explored 42 elementary Preservice Teachers’ (PSTs’) literacy subject matter content knowledge, specifically comprehension of verbal and visual elements of informational text. Inductive analysis of students’ work and course artefacts indicates that many PSTs had gaps in their understandings. However, results also indicate that their understandings of verbal and visual elements of informational text are malleable and responsive to targeted instruction. Together, these findings suggest that teacher education programs would benefit from systematically assessing and addressing subject matter content knowledge of PSTs.