Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

Autor/inn/en	König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele
Titel	Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 2, S.331-350 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-015-9618-5
Schlagwörter	Pedagogical Content Knowledge; Teaching Skills; Mathematics Teachers; Teacher Education; Teaching Experience; Teacher Characteristics; Work Environment; Beginning Teacher Induction; Knowledge Level; Protocol Materials; Followup Studies; Middle School Teachers; Vignettes; Teacher Effectiveness; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Arbeitsmilieu; Wissensbasis; Unterrichtsprotokoll; Follow-up studies; Kontaktstudium; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Deutschland
Abstract	We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers' skills to perceive and interpret classroom situations were assessed via video-vignettes. Data from a follow-up study of TEDS-M Germany in 2012 were used, including a sample of 278 early career middle school teachers of mathematics. While teachers' declarative knowledge can be predicted by teacher education grades, teachers' skill to interpret classroom situations presented by videos can be predicted by their amount of time spent on teaching relative to their overall working time, which is interpreted as a form of deliberate practice. Different competence profiles of pedagogical knowledge and skills are identified via latent-class analysis. Besides teaching experience, profiles are associated with generic teaching challenges (motivating students, disruptive student behaviour) perceived by the teachers. Implications of findings for professional development of early career teachers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01