Novice and expert teachers’ use of content-related knowledge during pedagogical reasoning

Pilous, Roland; Leuders, Timo; Rüede, Christian

doi:10.1016/j.tate.2023.104149

Cited by 4 publications

(1 citation statement)

References 39 publications

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“…Teachers who have pedagogical competence will manifest themselves in learning interactions with students such as paying attention, serving, appreciating, listening, strengthening by giving positive words, being guided, and providing lessons that can develop their potential [26]. It can be seen that pedagogic ability is the art of teaching to provide a coherent learning experience for students.…”

Section: Pedagogical Knowledgementioning

confidence: 99%

Technological Pedagogical Knowledge Factors for Professional Teacher Candidates in Elementary Schools: A Structural Equation Model

Herwin,

Kurniawati,

Saptono

et al. 2023

ijmst

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Technological pedagogical knowledge is quite a serious issue and is a problem today. This is based on conditions in the field which show that not all teachers are well prepared with this knowledge. This study aims to empirically find factors that influence the technological and pedagogical knowledge of prospective professional teachers in elementary schools. This research is survey research using a quantitative approach. This research design uses a structural equation model. This design involves four variables, namely content knowledge, technological knowledge, pedagogical knowledge and technological and pedagogical knowledge. The subjects of this research were participants in professional teacher education in Indonesia. The sample participants for this study were randomly selected as many as 151 participants. The data collection technique for this research was carried out using a questionnaire. The research instrument measures four variables using 12 measuring items which are indicators for variable measurement. Data were analyzed by structural equation model. The research results show that an important factor that has a dominant effect on the formation of teachers' technological pedagogical knowledge is good technological knowledge. In addition, pedagogical knowledge is also one of the triggers for technological pedagogy knowledge. Although based on empirical findings, the influence of this knowledge is not as great as technological knowledge. Furthermore, the factor of technological pedagogical knowledge is also indirectly shown in the content knowledge variable. The findings of this study explain that there is a fairly strong indirect effect.

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Section: Pedagogical Knowledgementioning

confidence: 99%

Technological Pedagogical Knowledge Factors for Professional Teacher Candidates in Elementary Schools: A Structural Equation Model

Herwin,

Kurniawati,

Saptono

et al. 2023

ijmst

View full text Add to dashboard Cite

show abstract

Comparing competency-oriented student activities between expert and novice teachers in China: Insights from an epistemic network analysis (ENA)

Qi,

Liang,

Zuo

et al. 2024

Educ Inf Technol

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Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality

Bardy,

Holzäpfel,

Reinhold

et al. 2024

ZDM Mathematics Education

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The selection of tasks based on the evaluation of task features can be considered a core practice of teaching and a relevant component of teaching quality. This is typically part of teachers’ preparation for their classroom teaching, which prompts the following question: What are the characteristics of the tasks that teachers use when selecting tasks for differentiated teaching? To answer this question, we analyzed systematic differences in the focus of 78 in-service high school and lower secondary school teachers during the evaluation of task features. The teachers had to select eight tasks about the practice of fractions with respect to their differentiation potential—operationalizing their adaptive teaching competence from a mathematics educational perspective. To analyze the differences, we performed a cluster analysis of the task features that the teachers drew upon. Three groups of teachers could be identified with variations in their focus on directly or indirectly relevant, domain-specific or domain-general task features. Taking into account such variations may explain differences in teaching quality and student outcomes and may be relevant when designing teacher professional development programs.

show abstract

Novice and expert teachers’ use of content-related knowledge during pedagogical reasoning

Cited by 4 publications

References 39 publications

Technological Pedagogical Knowledge Factors for Professional Teacher Candidates in Elementary Schools: A Structural Equation Model

Technological Pedagogical Knowledge Factors for Professional Teacher Candidates in Elementary Schools: A Structural Equation Model

Comparing competency-oriented student activities between expert and novice teachers in China: Insights from an epistemic network analysis (ENA)

Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality

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