Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
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DOI：
10.1016/j.tate.2013.11.004
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发表时间：
2014-02-01
影响因子：
3.9
通讯作者：
Kaiser, Gabriele
中科院分区：
文献类型：
--
作者：
Koenig, Johannes;Bloemeke, Sigrid;Kaiser, Gabriele
我们考察了如何将通过纸笔测试评估的陈述性-概念性一般教学知识(GPK)理解为早期职业教师注意和解释通过视频片段评估的课堂情况的能力的前提。使用的是2008年教师教育结束时TEDS-M的纵向数据，以及2012年在德国进行的后续研究。教师的注意和解释能力各不相同。口译与当前的GPK水平相关，而注意与当前的水平无关。教师教育结束时的GPK既不预测注意，也不预测口译，这表明教师的认知在向教学的过渡过程中发生了重组。(C)2013爱思唯尔有限公司。保留所有权利。
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. (C) 2013 Elsevier Ltd. All rights reserved.