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The relation between content-specific and general teacher knowledge and skills
Blömeke, Sigrid Busse, Andreas Kaiser, Gabriele König, Johannes Suhl, Ute
Blömeke, Sigrid
Busse, Andreas
Kaiser, Gabriele
König, Johannes
Suhl, Ute
Abstract
The relation between teacher knowledge and skills and how these were influenced by teacher education was examined with 171 secondary mathematics teachers. Six paper-and-pencil and video tests were applied to assess content knowledge, pedagogical content knowledge and general pedagogical knowledge as well as diagnostic, teaching and classroom management skills. It was hypothesized that the relation between these six cognitive facets was best approximated by distinguishing between levels of generalizability across different mathematics teaching situations. The data strongly supported this model in confirmatory factor analyses. The data also revealed the hypothesized differential relations between teacher cognitions and teacher education.
Keywords
Content knowledge, Pedagogical content knowledge, General pedagogical knowledge, Situation-specific skills, Classroom management, Mathematics education
Date
2016
Type
Journal article
Journal
Teaching and Teacher Education
Book
Volume
56
Issue
Page Range
35-46
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Open access
License
CC BY-NC-ND 4.0
File Access
Open