The impact of university teacher training on prospective teachers’ CK and PCK – a comparison between Austria and Germany

Abstract

Background: As teacher training plays a major role in the development of (prospective) teachers' knowledge, differences between the professional knowledge of prospective teachers at Austrian and German universities were examined in the current study. The teacher training systems of business and economic education in both countries differ substantially regarding structure and content. The German system consists of two consecutive phases with different foci (university education with an emphasis on theories and domain-specific knowledge, followed by school-based practical training with the objective of acquiring practical experience). Thus, in Germany, opportunities to learn (OTL) mainly cover domain-specific knowledge with less focus on didactics and teaching experience. In contrast, Austrian universities offer an integrated approach that combines the two phases (i.e., theoretical input and practical teaching experiences are closely linked) at the university level.

Evaluating the pedagogical content knowledge of pre- and in-service teachers of business and economics to ensure quality of classroom practice in vocational education and training

“…Empirical findings on the acquisition and promotion of professional knowledge and skills of pre-service and in-service teachers provide indications about the quality and effectiveness of teacher education programs Fritsch et al 2015;Kleickmann et al 2012), which will affect instructional quality and, ultimately, student achievement (Baumert et al 2010;Hill et al 2005). Preliminary empirical research in this area, especially on teaching science and mathematics (e.g., Rohaan et al 2009) has shown that assessments of professional knowledge and skills during teacher education and professional practice require appropriate field-specific assessment instruments, as they determine the quality of analyses and results and, therefore, their consideration in educational policies and practices (Mislevy and Haertel 2006;Zlatkin-Troitschanskaia et al 2015).…”

“…Although there are some internationally validated instruments to assess pre-service and in-service teachers' knowledge of business and economics (Walstad et al 2007;Förster et al 2015), instruments to assess teachers' PCK of business and economics are not yet available internationally, or focused on accounting (Fritsch et al 2015). The Mexican Higher Education Exit Assessments Test (EGEL) on accounting education by the National Center for the Evaluation of Higher Education is used nationally to assess learning outcomes of pre-service accounting teachers (Vidal Uribe 2013).…”

Estrategias De Aprendizaje Del Profesorado Europeo: Género Y Etapa Educativa

“…Los estudios en la profesión docente se han centrado mayoritariamente en analizar el tipo de formación inicial (Bolívar, 2006(Bolívar, , 2007 y continua (Imbernón, 2007a;Porlán, Martín del Pozo, Martín y Rivero, 2001;Sarramona, 2007) de los docentes, en función de la etapa educativa -secundaria (Angulo, 2002;Esteve, 2001;González, 2009;Imbernón, 2007b)-, su impacto en la práctica profesional (Fritsch et al, 2015;Medina, Jarauta y Urquizu, 2005;Perveen, Idrees, Shah y Mahmood, 2015;Qablan et al, 2015), y su impacto en la institución educativa (Bolívar, 2006). Otros avanzan sobre la formación inicial del profesorado europeo (Dumas-Caré, Mas y Garret, 1990;Howson, 2015), sobre cómo, cuándo y en qué condiciones aprende el profesorado (Day, 2005), o 6 incluso sobre la investigación-acción como estrategia de aprendizaje en la formación inicial (de Oliveira, 2003).…”

The Challenges of Understanding Fluid in Fluid Density

“…Their understanding of the concepts must be deeper than just factual knowledge (Harlen & Holroyd, 1997); they need to understand how the facts are connected. Teachers' domain knowledge affects the quality of their teaching (Fritsch et al, 2015) and subsequently their students' achievement.…”