Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach

König, Johannes; Blömeke, Sigrid; Klein, Patricia Jacobs; Suhl, Ute; Busse, Andreas; Kaiser, Gabriele

doi:10.1016/j.tate.2013.11.004

Cited by 194 publications

(168 citation statements)

References 32 publications

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“…In the last years, the concept of professional vision has received more and more attention in research on university-based teacher education (König et al 2014;Seidel and Stürmer 2014;Wiens et al 2013). With the concept, preservice teachers' skills are described with regard to identifying what is important within a complex classroom setting, and to then make a connection between identified events and broader teaching and learning principles by reasoning about what is observed (van Es and Sherin 2002).…”

Section: Professional Vision As An Indicator For Integrated Knowledgementioning

confidence: 99%

Intra-individual differences in developing professional vision: preservice teachers’ changes in the course of an innovative teacher education program

2016

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The ability to reason about observed classroom situations constitutes an essential aspect of teachers' professional vision and is seen as a key element of initial teacher education. The three aspects of the ability are as follows: to describe, explain, and predict classroom situations. Research has shown that field experiences, the acquisition of theoretical knowledge on effective instruction, and learning with video supports preservice teachers' development in the three skills. However, the long-term effects taking into account intra-individual differences remain unexplored when it comes to tracking preservice teachers' changes within teacher education programs that combine all three components. In this study, we investigate whether intra-individual differences between preservice teachers' professional vision occur in an innovative teacher education program (integrating theory and practice), whether these differences result in different changes, and whether the attendance in the program leads to similar individual developments in preservice teachers' professional vision. Data of N = 64 preservice teachers' reasoning skills were measured with the Observer Research Tool at four measurement points and analyzed using multilevel analysis. The results showed a linear growth in all three skills in the course of the program. Furthermore, preservice teachers systematically differ in their entry levels as well as change rates in professional vision.

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Section: Professional Vision As An Indicator For Integrated Knowledgementioning

confidence: 99%

Intra-individual differences in developing professional vision: preservice teachers’ changes in the course of an innovative teacher education program

2016

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“…Several studies adopted this approach to provide a more ecologically valid measurement of the knowledge of mathematics teachers (e.g., Kersting 2008;König et al 2014) or the knowledge of teachers in general (e.g., Seidel et al 2010;Voss et al 2011;Gold et al 2013). These studies thus intend to measure knowledge that is more of a situated nature (Putnam and Borko 2000).…”

Section: Introductionmentioning

confidence: 99%

Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME)

König

Krämer

2015

ZDM Mathematics Education

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“…Computerizaion of the environment carries a potential risk for the teacher as well: the teacher may forfeit his leadership in the process of socialization and enculturation as the computer information environment takes possession of the child (König et al, 2014;Swanson, O'Connor, Cooney, 1990). That, as experts note (Manakhova, Marinosyan, Miks, ) leads to "IQ growth and decline of responsibility", to the child's loss of identity and a sense of being part of a culture.…”

Section: Resultsmentioning

confidence: 99%

Teacher Professional Growth Resources In The Age Of Education Informatization

Mikhailova¹,

Сериков²,

Scherbakova³

2017

European Proceedings of Social and Behavioural Sciences

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The article discusses new requirements to the teacher's professionalism in the modern informationeducational environment, changes in the content of education in which activity-based, personal and creative components are becoming increasingly important; changes in the psychology of the modern child whose socialization takes place in the context of the global information world. Certain risks are seen both for teachers and learners in various aspects of their collaboration in the learning process. The article presents the results of theoretical modeling and empirical study of effective professional activities of the school teacher. The main skills of the modern teacher incorporated in a comprehensive system of his/her professional activities are described and trends and resources in the training of a modern teacher are identified. The authors also suggest a scale of levels of how students master their pedagogical activities and observe the resources for this activity. The researchers also establish links between the professional mastery and aesthetic resources of teaching; teacher's subjective position.

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Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach

Cited by 194 publications

References 32 publications

Intra-individual differences in developing professional vision: preservice teachers’ changes in the course of an innovative teacher education program

Intra-individual differences in developing professional vision: preservice teachers’ changes in the course of an innovative teacher education program

Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME)

Teacher Professional Growth Resources In The Age Of Education Informatization

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