Similarities and differences in teachers' practical knowledge about teaching reading comprehension

The similarities and differences in language teachers' practical knowledge about teaching reading comprehension to 16- to 18-year-old students were explored. A questionnaire was developed that consisted of closed-format questions derived from a qualitative in-depth study on teachers' practical knowledge about teaching reading comprehension. The results indicate that part of teachers' practical knowledge was shared knowledge and that 4 stales of (unshared) practical knowledge could he distinguished. On the basis of those scales, 4 clusters of teachers were identified, each representing a specific focus of teachers' practical knowledge.