Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance

Journal article


Blömeke, Sigrid, Hoth, Jessica, Döhrmann, Martina, Busse, Andreas, Kaiser, Gabriele and König, Johannes. (2015) Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance. International Journal of Science and Mathematics Education. 13(2), pp. 287 - 308. https://doi.org/10.1007/s10763-015-9619-4
AuthorsBlömeke, Sigrid, Hoth, Jessica, Döhrmann, Martina, Busse, Andreas, Kaiser, Gabriele and König, Johannes
Abstract

Beginning primary teachers’ knowledge and beliefs were assessed at the end of teacher education and 4 years later. In addition, they reported about their school context and job satisfaction and took a video-based assessment on their perception, interpretation, and decision-making skills. Research questions were (1) whether we have to deal with a “reality shock” in that beginning teachers’ beliefs change to more traditional ones or whether their knowledge decreases, (2) whether the school context in terms of appraisal and a climate of trust influences the knowledge and belief development, and (3) to what extent the beginning teachers’ knowledge and beliefs predict their perception, interpretation, and decision-making skills. Data from 231 German primary teachers in their third year in the profession neither revealed changes of beliefs towards traditional ones nor a substantial loss in knowledge. In contrast, general pedagogical knowledge (GPK) grew significantly and beliefs on the nature of mathematics were more dynamic 3 years after teacher education. Thus, drawbacks are a rare phenomenon in our sample. Those teachers who had perceived a stronger climate of trust revealed higher content knowledge, pedagogical content knowledge and GPK as well as more dynamic beliefs. These teachers also revealed significantly stronger performance-related skills.

KeywordsBeginning teachers; Content knowledge; Induction; Latent class analysis; Longitudinal study; Noticing; Teacher beliefs; Teacher knowledge; Teacher performance; Video-based assessment
Year2015
JournalInternational Journal of Science and Mathematics Education
Journal citation13 (2), pp. 287 - 308
PublisherSpringer Netherlands
ISSN1571-0068
Digital Object Identifier (DOI)https://doi.org/10.1007/s10763-015-9619-4
Scopus EID2-s2.0-84937760275
Page range287 - 308
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationNetherlands
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Kaiser, Gabriele. (2013) Preface to Section IV. In In Y. Li and R. Huang (Ed.). How Chinese Teach Mathematics and Improve Teaching pp. 384 - 390 Routledge. https://doi.org/10.4324/9780203110119
Spiegelt sich pädagogisches Wissen in den Kompetenzselbsteinschätzungen angehender Lehrkräfte?
König, Johannes, Kaiser, Gabriele and Felbrich, Anja. (2012) Spiegelt sich pädagogisches Wissen in den Kompetenzselbsteinschätzungen angehender Lehrkräfte? Zeitschrift für Pädagogik. 58(4), pp. 476 - 491.
CERME7 Working Group 6: Applications and modelling
Kaiser, Gabriele, Carreira, Susana, Lingefjard, Thomas and Wake, Geoff. (2012) CERME7 Working Group 6: Applications and modelling. Research in Mathematics Education. 14(2), pp. 195 - 196. https://doi.org/10.1080/14794802.2012.694287
Reflections and future prospects
Kaiser, Gabriele and Li, Yeping. (2011) Reflections and future prospects. In In Y. Li and G. Kaiser (Ed.). Expertise in mathematics instruction: An international perspective pp. 343 - 353 Springer. https://doi.org/10.1007/978-1-4419-7707-6_16
Equity and the quality of the language used in mathematics education
Schütte, Marcus and Kaiser, Gabriele. (2011) Equity and the quality of the language used in mathematics education. In In B. Atweh, M. Graven and W. Secada & P. Valero (Ed.). Mapping equity and quality in mathematics education pp. 237 - 251 Springer. https://doi.org/10.1007/978-90-481-9803-0_17
Expertise in mathematics instruction: Advancing research and practice from an international perspective
Li, Yeping and Kaiser, Gabriele. (2011) Expertise in mathematics instruction: Advancing research and practice from an international perspective. In In Y. Li and G. Kaiser (Ed.). Expertise in mathematics instruction: An international perspective pp. 3 - 15 Springer. https://doi.org/10.1007/978-1-4419-7707-6_1
Bedingungsfaktoren des fachbezogenen Kompetenzerwerbs von Lehrkraften. Zum Einfluss von Ausbildungs-, Personlichkeits- und Kompositionsmerkmalen in der Mathematiklehrerausbildung fur die Sekundarstufe I
Blömeke, Sigrid, Kaiser, Gabriele and Döhrmann, Martina. (2011) Bedingungsfaktoren des fachbezogenen Kompetenzerwerbs von Lehrkraften. Zum Einfluss von Ausbildungs-, Personlichkeits- und Kompositionsmerkmalen in der Mathematiklehrerausbildung fur die Sekundarstufe I. Zeitschrift für Pädagogik. 57, pp. 77 - 103.
Trends in Teaching and Learning of Mathematical Modelling (ICTMA 14)
Stillman, Gloria, Ferri, Rita Borromeo, Blum, Werner and Kaiser, Gabriele. (2011) Trends in Teaching and Learning of Mathematical Modelling (ICTMA 14) Springer.
Competencies in argumentation and proof :A comparative study of future mathematics teachers from Australia, Germany and Hong Kong
Schwarz, Bjorn, Vale, Colleen, Brown, Jill Patricia, Stillman, Gloria, Kaiser, Gabriele, Buchholtz, Nils and Leung, Issic. (2008) Competencies in argumentation and proof :A comparative study of future mathematics teachers from Australia, Germany and Hong Kong. In Gabriele Kaiser (Ed.). Discussion Group 14: International Comparisons in Mathematics Education. Monterrey, Mexico: International Commission on Mathematical Instruction. pp. 1 - 6
Future teachers' professional knowledge on argumentation and proof: A case study from universities in three countries
Schwarz, Bjorn, Leung, Issic K. C., Bucholtz, Nils, Kaiser, Gabriele, Stillman, Gloria, Brown, Jill Patricia and Vale, Colleen. (2008) Future teachers' professional knowledge on argumentation and proof: A case study from universities in three countries. ZDM. 40(5), pp. 791 - 811. https://doi.org/10.1007/s11858-008-0150-8
The case of mathematical proof in lower secondary school :Knowledge and competencies of pre-service teachers
Brown, Jill Patricia, Stillman, Gloria, Schwarz, Bjorn and Kaiser, Gabriele. (2008) The case of mathematical proof in lower secondary school :Knowledge and competencies of pre-service teachers. In Merrilyn Goos, Ray Brown and Katie Makar (Ed.). Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Brisbane, Australia: Mathematics Education Research Group of Australasia. pp. 85 - 91