ZDM, Год журнала: 2020, Номер 52(2), С. 311 - 327
Опубликована: Апрель 11, 2020
Язык: Английский
Teaching and Teacher Education, Год журнала: 2017, Номер 69, С. 177 - 190
Опубликована: Окт. 23, 2017
Язык: Английский
Процитировано
154
Teaching and Teacher Education, Год журнала: 2021, Номер 101, С. 103303 - 103303
Опубликована: Фев. 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.
Язык: Английский
Процитировано
104
International Journal of Science Education, Год журнала: 2018, Номер 41(7), С. 847 - 861
Опубликована: Июль 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.
Язык: Английский
Процитировано
97
Environmental Education Research, Год журнала: 2020, Номер 27(1), С. 50 - 66
Опубликована: Сен. 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.
Язык: Английский
Процитировано
96
Teaching and Teacher Education, Год журнала: 2020, Номер 91, С. 103059 - 103059
Опубликована: Март 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.
Язык: Английский
Процитировано
94
International Journal of Science Education, Год журнала: 2016, Номер 38(17), С. 2642 - 2666
Опубликована: Ноя. 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.
Язык: Английский
Процитировано
89
Journal of Cleaner Production, Год журнала: 2020, Номер 279, С. 123749 - 123749
Опубликована: Авг. 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.
Язык: Английский
Процитировано
75
Sustainability, Год журнала: 2021, Номер 13(23), С. 13343 - 13343
Опубликована: Дек. 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
Язык: Английский
Процитировано
60
International Journal of Environmental Research and Public Health, Год журнала: 2022, Номер 19(10), С. 6282 - 6282
Опубликована: Май 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.
Язык: Английский
Процитировано
60
Education and Information Technologies, Год журнала: 2022, Номер 28(2), С. 1509 - 1533
Опубликована: Июль 29, 2022
Язык: Английский
Процитировано
46