Klemenz, Stefan ORCID: 0000-0003-3286-7381, Koenig, Johannes and Schaper, Niclas (2019). Learning opportunities in teacher education and proficiency levels in general pedagogical knowledge: new insights into the accountability of teacher education programs. Educ. Assess. Eval. Account., 31 (2). S. 221 - 250. HEIDELBERG: SPRINGER HEIDELBERG. ISSN 1874-8600

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Abstract

This paper examines the effects of learning opportunities on the attainment of different proficiency levels in general pedagogical knowledge among student teachers to provide insights into their learning processes and the effectiveness of teacher preparation. The authors used a subsample of the EMW study with two time points, comprising the data of 1451 student teachers from 18 universities and teacher training colleges in Germany and Austria. Findings from logistic regression analyses show that measures of learning opportunities significantly affect the development of general pedagogical knowledge. Whereas instructional quality in seminars and lectures on pedagogy shows effects on achieving the lower levels representing theoretical knowledge components, teaching practice measures related to in-school learning opportunities additionally affects the attainment of the highest proficiency level representing practical knowledge components. Implications for the effectiveness of teacher preparation are discussed.

Item Type: Journal Article
Creators:
CreatorsEmailORCIDORCID Put Code
Klemenz, StefanUNSPECIFIEDorcid.org/0000-0003-3286-7381UNSPECIFIED
Koenig, JohannesUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
Schaper, NiclasUNSPECIFIEDUNSPECIFIEDUNSPECIFIED
URN: urn:nbn:de:hbz:38-148950
DOI: 10.1007/s11092-019-09296-6
Journal or Publication Title: Educ. Assess. Eval. Account.
Volume: 31
Number: 2
Page Range: S. 221 - 250
Date: 2019
Publisher: SPRINGER HEIDELBERG
Place of Publication: HEIDELBERG
ISSN: 1874-8600
Language: English
Faculty: Unspecified
Divisions: Unspecified
Subjects: no entry
Uncontrolled Keywords:
KeywordsLanguage
FUTURE TEACHERS; COMPARATIVE PERSPECTIVE; COMPETENCE; VALIDATION; MODELS; MATHEMATICS; ACQUISITION; STANDARDS; VALIDITY; ENGLISHMultiple languages
Education & Educational ResearchMultiple languages
Refereed: Yes
URI: http://kups.ub.uni-koeln.de/id/eprint/14895

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