Universität zu Köln

Bloemeke, Sigrid, Koenig, Johannes, Busse, Andreas, Suhl, Ute, Benthien, Jessica, Doehrmann, Martina and Kaiser, Gabriele (2014). The transition from teacher training to the teaching profession: subject-specific knowledge as a prerequisite for perception, interpretation and decision-making in the classroom. Z. Erziehwiss., 17 (3). S. 509 - 543. WIESBADEN: SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH. ISSN 1862-5215

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Abstract

The transition from teacher training into the teaching profession is seen to be key in the biography of a teacher. Yet there is a lack of enquiry into the development of the content knowledge (CK) and pedagogical content knowledge (PCK) held by teachers at the end of their education, and into the significance of this knowledge for situational and behavioural cognition. On the basis of data from the international comparative study TEDS-M 2008 and the Germany-based 2012 follow-up, this contribution investigates the knowledge and skills development of teachers during the transition from teacher training to the teaching profession in a four-year longitudinal study with n=171 mathematics teachers. Three test formats (paper-and-pencil, video-vignettes and speed tests) are used to examine various indicators for teacher expertise. In addition to the analysis of changes in mathematical CK and PCK levels, path analysis is used to determine the extent to which this knowledge functions as a predictor for the perception and interpretation of classroom situations, the decision-making in these situations, and the quick identification of student mistakes. The results show only small changes in the group mean (for MCK there is a small loss, whereas MPCK remains constant), but high fluctuation (i.e. weak correlation) in the MPCK ranking between the two measurement occasions, pointing to differential learning effects gained from teaching practice. There are also significant differences in predictability: MCK is important for the speed indicators of teacher expertise; MCK and MPCK for the perception and interpretation of situations, and for the generation of action strategies. These findings can on the one hand help to facilitate the evaluation of beginning teachers' need for support and, on the other hand, they indicate the necessity for the early integration of practice-based elements into teacher training programmes with the aim of developing PCK and related skills.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Bloemeke, Sigrid UNSPECIFIED UNSPECIFIED UNSPECIFIED Koenig, Johannes UNSPECIFIED UNSPECIFIED UNSPECIFIED Busse, Andreas UNSPECIFIED UNSPECIFIED UNSPECIFIED Suhl, Ute UNSPECIFIED UNSPECIFIED UNSPECIFIED Benthien, Jessica UNSPECIFIED UNSPECIFIED UNSPECIFIED Doehrmann, Martina UNSPECIFIED UNSPECIFIED UNSPECIFIED Kaiser, Gabriele UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-433535
DOI:	10.1007/s11618-014-0564-8
Journal or Publication Title:	Z. Erziehwiss.
Volume:	17
Number:	3
Page Range:	S. 509 - 543
Date:	2014
Publisher:	SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH
Place of Publication:	WIESBADEN
ISSN:	1862-5215
Language:	German
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language PEDAGOGICAL CONTENT KNOWLEDGE; SITUATIONAL JUDGMENT TESTS; MATHEMATICS; COMPETENCE; STUDENTS; EXPERT; PERFORMANCE; EXPERIENCES; ACCURACY; SKILL Multiple languages Education & Educational Research Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/43353