Teacher Change during Induction: Development of Beginning Primary Teachers' Knowledge, Beliefs and Performance

Autor/inn/en	Blömeke, Sigrid; Hoth, Jessica; Döhrmann, Martina; Busse, Andreas; Kaiser, Gabriele; König, Johannes
Titel	Teacher Change during Induction: Development of Beginning Primary Teachers' Knowledge, Beliefs and Performance
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 2, S.287-308 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9619-4
Schlagwörter	Beginning Teacher Induction; Elementary School Teachers; Beliefs; Knowledge Base for Teaching; Job Performance; Job Satisfaction; Decision Making Skills; Context Effect; Organizational Climate; Organizational Culture; Predictor Variables; Trust (Psychology); Teacher Attitudes; Teacher Improvement; Attitude Change; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Teaching theory; Theory of teaching; Unterrichtstheorie; Work performance; Arbeitsleistung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Organisationsklima; Unternehmenskultur; Prädiktor; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Ausland; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01