General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education

Teaching and Teacher Education, Journal Year: 2017, Volume and Issue: 69, P. 177 - 190

Published: Oct. 23, 2017

Language: Английский

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Teacher educators’ task perception and its relationship to professional identity and teaching practice

Teaching and Teacher Education, Journal Year: 2021, Volume and Issue: 101, P. 103303 - 103303

Published: Feb. 21, 2021

We assessed teacher educators' task perception and investigated its relationship with components of their professional identity teaching practice. Using data from 145 educators, two different perceptions were found: transmitters facilitators. Teacher educators who categorized as facilitator tend to demonstrate higher levels self-efficacy, job satisfaction, constructivist beliefs about learning use more effective strategies. The findings that practices are rooted in identity.

Language: Английский

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Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge

International Journal of Science Education, Journal Year: 2018, Volume and Issue: 41(7), P. 847 - 861

Published: July 17, 2018

This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical (PK) and (PCK); development of these types in novice experienced secondary science teachers; how CK, PK and/or PCK impact students' learning. Since Shulman's introduction as feature that distinguishes teacher from expert, researchers have attempted understand, delineate, assess develop construct pre- in-service teachers. Accordingly, empirical findings are presented permit further discussion. Outcomes post-hoc examination a recent, collectively described, 'consensus' model PCK, identifying strengths potential issues. As we will illustrate, relationship is central this; is, probing hypothesis an 'amalgam' knowledge.

Language: Английский

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A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)

Teaching and Teacher Education, Journal Year: 2020, Volume and Issue: 91, P. 103059 - 103059

Published: March 9, 2020

Research on diagnostic competencies of teachers nowadays raises the question which person or situational characteristics moderate judgement accuracy. Beside this correlational approach, a stronger interest in understanding cognitive processes involved genesis judgements has emerged. To address theoretical gap regarding underlying judgements, we propose framework, called DiaCoM (Explaining Teachers' Diagnostic Judgements by Cognitive Modeling). It aims at supporting (existing envisioned) research that strives to test cognitively oriented explanations for and products teachers.

Language: Английский

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Making education for sustainable development happen in elementary schools: the role of teachers

Environmental Education Research, Journal Year: 2020, Volume and Issue: 27(1), P. 50 - 66

Published: Sept. 1, 2020

This study complements the discussion on theoretically derived competence models through an empirical analysis that gives a voice to teachers who are experienced in education for sustainable development (ESD). It adds their insights and expertise academic discourse. Our original contributions threefold: (1) We find justification aspects of pedagogical content knowledge (PCK) (CK), which share common understanding relevance competencies teaching, importance acting institutional level. (2) illustrate these via example from ESD Germany. (3) contribute by adding (a) view teachers, (b) drivers behind barriers as reported investigated themselves, (c) ascertainment structural terms awareness structures hierarchies communication patterns used therein. interviewed 12 involved at German elementary schools identified two types teachers. Both aim social change activities; however, display different sets when it comes integrating into teaching.

Language: Английский

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Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement

International Journal of Science Education, Journal Year: 2016, Volume and Issue: 38(17), P. 2642 - 2666

Published: Nov. 21, 2016

This study examined the effects of teachers' biology-specific dimensions professional knowledge – pedagogical content (PCK) and (CK) cognitively activating biology instruction, as a feature instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons topic neurobiology were videotaped twice. Teachers' instruction was coded with regard to cognitive activation using rating manual. Multilevel path analysis results showed positive significant effect learning an indirect PCK mediated through activation. These findings highlight importance in preservice education. Items manual may be used provide exemplars concrete teaching situations during university seminars for teacher education or development initiatives in-service teachers.

Language: Английский

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A matter of connection: The 4 Cs of learning in pre-service teacher education for sustainability

Journal of Cleaner Production, Journal Year: 2020, Volume and Issue: 279, P. 123749 - 123749

Published: Aug. 22, 2020

Teacher education for sustainability (TEfS) aims to prepare future educators their role as societal change agents by developing in them specific competencies. Whereas previous literature has dealt extensively with concepts and empirical work connected learning objectives TEfS, this paper links these outcomes, or what student teachers learn individual course offerings, the process—how they learn. In way, we reveal factors of common teaching formats TEfS that may either foster hinder it. At Arizona State University (ASU), Sustainability Science Teachers (SSfT) is a mandatory component all elementary-education (K–8) programs. As similar requirements appear more teacher-education programs, it important understand how offerings like SSfT should be designed order best support achievement intended outcomes. More than 100 pre-service four instructors, taking at ASU, participated single explanatory case study, which adopted mixed-methods approach. To richly portray students' processes, well outcomes course, study involved non-participatory observations, pre/post-course survey, end-of-semester focus groups, semi-structured interviews. Its findings suggest forms connection (the 4 Cs) namely personal, professional, social, structural, are particularly impactful on course. Finally, insights accompanied set recommendations consider when planning designing offerings. Future research K–12 students trained (EfS) extent can use new skills knowledge empower motivate persistently engage real-world projects contribute systemic change.

Language: Английский

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Teachers’ Professional Action Competence in Education for Sustainable Development: A Systematic Review from the Perspective of Physical Education

Sustainability, Journal Year: 2021, Volume and Issue: 13(23), P. 13343 - 13343

Published: Dec. 2, 2021

In order to implement education for sustainable development (ESD), teachers from all subjects need be equipped with ESD-specific professional action competence, including physical (PE) teachers. However, the current state of research on approaches defining teacher competence is complex and there little debate what competences PE in particular ESD. The purpose this study make a theoretical contribution clarifying central concepts link discussion subject PE. We conducted systematic literature review following PRISMA guidelines focus normative work about competences. Twenty-two articles 2008 onwards met inclusion criteria. Subsequently, we applied qualitative content analysis based theoretically derived main categories. revealed more nuanced examination categories knowledge beliefs. motivational orientation self-regulation were found have received less attention analyzed papers. PE-specific aspects not reflected reviewed literature. A refined model suggested it demonstrated how might subject-specific discourses perspective

Language: Английский

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The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age

International Journal of Environmental Research and Public Health, Journal Year: 2022, Volume and Issue: 19(10), P. 6282 - 6282

Published: May 22, 2022

During the COVID-19 pandemic, teachers had to conduct online classes because of breakdown school learning. Teacher competence has a great impact on students' learning outcomes in resilience is also important help survive and achieve high level well-being emergency situations. Previous studies have explored protective risk factors teacher resilience, among which various aspects included. In addition, teachers' age differences been focus past studies. However, few investigated outcomes, mediating role moderating effect when participate emergent teaching. To address above gap, this study perceptions how teaching can predict these outcomes. The data 159,203 participants were collected subjected correlation analyses moderated-mediation test. results indicated that (1) was positively related perceived outcomes; (2) (3) played partial between (4) moderated direct indirect relation findings imply should strengthen their own before conducting proposes intervention strategies enhance through cultivation provides suggestions for different levels develop train future.

Language: Английский

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Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach

Education and Information Technologies, Journal Year: 2022, Volume and Issue: 28(2), P. 1509 - 1533

Published: July 29, 2022

Language: Английский

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