Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
ARTICLE
Johannes König, Empirical School Research, Germany ; Sigrid Blömeke, Patricia Klein, Ute Suhl, Humboldt-University Berlin, Germany ; Andreas Busse, Gabriele Kaiser, University Hamburg, Germany
TATE Volume 38, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
We examine how the declarative-conceptual general pedagogical knowledge (GPK) assessed via a paper-and-pencil test can be understood as a premise for early career teachers' ability to notice and interpret classroom situations assessed via video-vignettes. Longitudinal data from TEDS-M conducted in 2008 at the end of teacher education and a follow-up study in Germany in 2012 is used. Teachers' skills to notice and interpret differ. Interpreting correlates with the current level of GPK, whereas noticing does not. GPK at the end of teacher education neither predicts noticing nor interpreting, which suggests teachers' cognitions are reorganized during the transition into teaching.
Citation
König, J., Blömeke, S., Klein, P., Suhl, U., Busse, A. & Kaiser, G. (2014). Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education: An International Journal of Research and Studies, 38(1), 76-88. Elsevier Ltd. Retrieved March 21, 2023 from https://www.learntechlib.org/p/201879/.
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