Work

The relation between content-specific and general teacher knowledge and skills

Year: 2016

Type: article

Abstract: The relation between teacher knowledge and skills and how these were influenced by teacher education was examined with 171 secondary mathematics teachers. Six paper-and-pencil and video tests were applied to assess content knowledge, pedagogical content knowledge and general pedagogical knowledge as well as diagnostic, teaching and classroom management skills. It was hypothesized that the relation between these six cognitive facets was best approximated by distinguishing between levels of generalizability across different mathematics teaching situations. The data strongly supported this model in confirmatory factor analyses. The data also revealed the hypothesized differential relations between teacher cognitions and teacher education.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2016.02.003

Authors: Sigrid Blömeke, Andreas Busse, Gabriele Kaiser, Johannes König, Ute Suhl

Institutions: University of Oslo, Universität Hamburg, University of Cologne, Humboldt-Universität zu Berlin

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,380