Learning Opportunities in Teacher Education and Proficiency Levels in General Pedagogical Knowledge: New Insights into the Accountability of Teacher Education Programs

Autor/inn/en	Klemenz, Stefan; König, Johannes; Schaper, Niclas
Titel	Learning Opportunities in Teacher Education and Proficiency Levels in General Pedagogical Knowledge: New Insights into the Accountability of Teacher Education Programs
Quelle	In: Educational Assessment, Evaluation and Accountability, 31 (2019) 2, S.221-249 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klemenz, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-019-09296-6
Schlagwörter	Foreign Countries; Educational Opportunities; Preservice Teacher Education; Preservice Teachers; Knowledge Base for Teaching; Competence; Instructional Effectiveness; Educational Quality; Longitudinal Studies; Germany; Austria + Suchen Sie Ihr Suchwort? Ausland; Bildungsangebot; Bildungschance; Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Kompetenz; Unterrichtserfolg; Quality of education; Bildungsqualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Deutschland; Österreich
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. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01