Universität zu Köln

Blömeke, Sigrid ORCID: 0000-0001-6068-4932, Hoth, Jessica, Döhrmann, Martina, Busse, Andreas, Kaiser, Gabriele ORCID: 0000-0002-6239-0169 and König, Johannes ORCID: 0000-0003-3374-9408 (2015). Teacher Change During Induction: Development of Beginning Primary Teachers' Knowledge, Beliefs and Performance. International Journal of Science and Mathematics Education, 13 (2). 287 - 309. DORDRECHT: Springer. ISSN 1571-0068

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Abstract

Beginning primary teachers' knowledge and beliefs were assessed at the end of teacher education and 4 years later. In addition, they reported about their school context and job satisfaction and took a video-based assessment on their perception, interpretation, and decision-making skills. Research questions were (1) whether we have to deal with a reality shock in that beginning teachers' beliefs change to more traditional ones or whether their knowledge decreases, (2) whether the school context in terms of appraisal and a climate of trust influences the knowledge and belief development, and (3) to what extent the beginning teachers' knowledge and beliefs predict their perception, interpretation, and decision-making skills. Data from 231 German primary teachers in their third year in the profession neither revealed changes of beliefs towards traditional ones nor a substantial loss in knowledge. In contrast, general pedagogical knowledge (GPK) grew significantly and beliefs on the nature of mathematics were more dynamic 3 years after teacher education. Thus, drawbacks are a rare phenomenon in our sample. Those teachers who had perceived a stronger climate of trust revealed higher content knowledge, pedagogical content knowledge and GPK as well as more dynamic beliefs. These teachers also revealed significantly stronger performance-related skills.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Blömeke, Sigrid UNSPECIFIED orcid.org/0000-0001-6068-4932 UNSPECIFIED Hoth, Jessica UNSPECIFIED UNSPECIFIED UNSPECIFIED Döhrmann, Martina UNSPECIFIED UNSPECIFIED UNSPECIFIED Busse, Andreas UNSPECIFIED UNSPECIFIED UNSPECIFIED Kaiser, Gabriele UNSPECIFIED orcid.org/0000-0002-6239-0169 UNSPECIFIED König, Johannes johannes.koenig@uni-koeln.de orcid.org/0000-0003-3374-9408 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-409031
DOI:	10.1007/s10763-015-9619-4
Journal or Publication Title:	International Journal of Science and Mathematics Education
Volume:	13
Number:	2
Page Range:	287 - 309
Date:	2015
Publisher:	Springer
Place of Publication:	DORDRECHT
ISSN:	1571-0068
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Erziehungs- und Sozialwissenschaften > Institut für Allgemeine Didaktik und Schulforschung Weitere Institute, Arbeits- und Forschungsgruppen > Interdisziplinäres Zentrum für empirische LehrerInnen- und Unterrichtsforschung (IZeF)
Subjects:	Education
Uncontrolled Keywords:	Keywords Language MATHEMATICS; EXPERTISE; PROFESSION; EFFICACY; STUDENTS; GROWTH Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/40903