Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME)
Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME)
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教师专业知识与课堂管理--兼论普通教育学知识与课堂管理专长的关系
DOI：
10.1007/s11858-015-0705-4
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发表时间：
2016-04-01
影响因子：
3
通讯作者：
Kramer, Charlotte
中科院分区：
文献类型：
--
作者：
Koenig, Johannes;Kramer, Charlotte
由于需要能够调查教师情境认知的测量工具，从而超越了经典纸笔测试的有限范围，我们想知道，与广泛涵盖数学教师一般教学知识的纸笔测试相比，基于视频的教师课堂管理专长的具体测量如何能够提供额外的信息。为此，我们采用了以前在教师教育与发展研究-数学(TEDS-M)中开发的一般教学知识测试，其中包括以下知识：组织课程(“结构”)；激励学生和管理教室(“动机/课堂管理”)；处理不同类型的学习小组(“适应性”)；以及评估学生(“评估”)。本文利用188名新手教师、高级初学者和专家型教师的测试数据，对两种测试的结构关系、专家-新手差异和预测效度提出了问题。研究结果表明：(1)课堂管理专业知识与一般教学知识在经验上是分离的，尽管这两个结构是正相关的(中等效度)，(1)课堂管理专业知识与课堂管理教学知识的相关性高于与“适应性”、“结构”和“评估”的教学知识的相关性，(1)课堂管理专业知识与程序性教学知识(认知需求“生成”)比陈述性教学知识(认知需求“回忆”和“理解/分析”)更相关，(2)新手教师和高级初学者的表现被专家教师所超越，与一般教学知识相比，课堂管理专业知识对学生评价的课堂管理教学质量有更强的预测作用。
Due to the need for measurement instruments that allow an investigation of teachers' situational cognition and thus go beyond the limited scope of classical paper-and-pencil-tests, we ask how a specific video-based measurement of teachers' classroom management expertise can provide additional information when compared with an established paper-and-pencil-test that broadly covers mathematics teachers' general pedagogical knowledge. For this, we apply the general pedagogical knowledge test previously developed in the Teacher Education and Development Study-Mathematics (TEDS-M) comprising knowledge of structuring lessons ('structure'); motivating students and managing the classroom ('motivation/classroom management'); dealing with heterogeneous learning groups ('adaptivity'); and assessing students ('assessment'). Using test data of 188 novice teachers, advanced beginners, and expert teachers, we raise questions regarding the two tests' (1) structural relations, (2) expert-novice differences, and (3) predictive validity. Findings: (1a) classroom management expertise can be empirically separated from general pedagogical knowledge, although the two constructs are positively inter-correlated (medium effect size), (1b) classroom management expertise is more highly correlated with pedagogical knowledge of classroom management than with pedagogical knowledge of 'adaptivity', 'structure', and 'assessment', (1c) classroom management expertise is more highly correlated with procedural pedagogical knowledge (cognitive demand 'generate') than with declarative pedagogical knowledge (cognitive demands 'recall' and 'understand/analyze'), (2) novice teachers as well as advanced beginners are outperformed by expert teachers, and (3) classroom management expertise, compared with general pedagogical knowledge, is a stronger predictor for instructional quality aspects of classroom management as rated by students.