Pedagogical content knowledge (PCK) is an important predictor of educational quality. PCK develops from various sources, such as teaching experience. Studies investigating the effects of teaching experience on PCK development mainly focus on the question whether experienced teachers differ from novices in the amount of PCK. In a mixed methods study, we study both quantitative and qualitative differences between pre-service and in-service teachers' PCK. Total scores on a paper-and-pencil instrument are used as a measure of French PCK. To analyse the participants' PCK in a qualitative way, answers are coded in four categories and the prevalence of answers in each category is compared between groups. Furthermore, the nature of answers is studied. No differences on our quantitative PCK measure are observed. The qualitative analysis shows that inservice teachers have more difficulties with conceptual knowledge, while showing more practical knowledge of students' understanding than pre-service teachers.
Several international large-scale assessments in education take place every 3 to 5 years. piRlS (the progress in international Reading literacy Study) takes place every 5 years. if data from only one moment are considered, it is difficult to explain differences in achievement between countries. But we can also consider data from two (or more) years and focus on changes over time within each of the participating countries. following countries over a certain period in such a longitudinal approach facilitates causal inferences on the effects of characteristics of educational systems. in this study, we investigate the effects of instructional time for language and reading and of amount of professional development of teachers on reading comprehension in Grade 4. We also study the effect of changes in the average age of students. By accounting for the effects of age and schooling we come to a slightly different ranking of countries in piRlS. We use a difference-in-difference approach with correlation matrices. one of our conclusions is that professional development of teachers has an effect on the achievement level of students.
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