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
Authors | Blömeke, Sigrid, Hoth, Jessica, Döhrmann, Martina, Busse, Andreas, Kaiser, Gabriele and König, Johannes |
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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. |
Keywords | Beginning teachers; Content knowledge; Induction; Latent class analysis; Longitudinal study; Noticing; Teacher beliefs; Teacher knowledge; Teacher performance; Video-based assessment |
Year | 2015 |
Journal | International Journal of Science and Mathematics Education |
Journal citation | 13 (2), pp. 287 - 308 |
Publisher | Springer Netherlands |
ISSN | 1571-0068 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s10763-015-9619-4 |
Scopus EID | 2-s2.0-84937760275 |
Page range | 287 - 308 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | Netherlands |
https://acuresearchbank.acu.edu.au/item/8q28w/teacher-change-during-induction-development-of-beginning-primary-teachers-knowledge-beliefs-and-performance
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