The relation between content-specific and general teacher knowledge and skills

Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics

“…However, our results contradict the findings of Blömeke et al . () as they found a close relation of teachers’ instructional skills in mathematics and pedagogy. This may suggest that teachers’ skills for teaching a domain are related more closely to knowledge and skills in pedagogy than skills for teaching a different school subject.…”

“…However, more recent discussions point out that teachers need to combine domain‐specific expertise on learning and instruction with a general pedagogical expertise, for example regarding classroom management, in order to respond to the demands they face in the classroom (Fauth, Decristan, Rieser, Klieme, & Büttner, ). In order to approach the domain specificity of teachers’ skills, Blömeke and colleagues attempted to empirically separate teacher skills of one domain (mathematics) from general pedagogical skills that are not related to a domain but are operationalized in a similar way (for the context of classroom management; Blömeke et al ., ). These results indicated that, in a sample of practicing mathematics teachers, skills for applying mathematical knowledge are more closely related to skills for applying pedagogical knowledge than to mathematics CK and PCK, giving first evidence that teachers’ skills for applying CK and PCK may not be specific to the domain of mathematics.…”

“…Validated performance assessments to replicate those findings are currently missing for the majority of teaching domains. The cognitive relationship between teacher knowledge and AS is still insufficiently researched, especially with respect to the acquisition of AS (Blömeke, Busse, Kaiser, König, & Suhl, ). For instance, only little is known as to whether AS are to be acquired specifically for one domain (e.g., in the sense of an ‘enacted’ PCK) or should be considered as transferable skills that enable teachers to teach different domains given that they possess the relevant domain‐specific knowledge (e.g., in the sense of general teaching skills).…”

Langtidseffekter av skolegang og lærerutdanning på småskolelæreres kompetanseutvikling

“…Med matematikkunnskap mener vi kunnskap om sentrale matematiske teoremer, definisjoner, konsepter, algoritmer og prosedyrer som er relevante for matematikk på grunnskoletrinnet (for mer detaljer, se Blömeke et al, 2016). Med matematikkdidaktisk kunnskap mener vi hvordan en grunnskolelaerer kan presentere matematikk til elever på best mulig måte, slik at han eller hun treffer elevenes kunnskapsnivå, unngår eller oppklarer mulige misforståelser, og tar hensyn til forskjellige laeringsstrategier.…”

How Do Physics Teacher Candidates Substantiate Their Knowledge? An Analytical Framework for Examining the Epistemic Dimensions of Content Knowledge in Higher Education

“…This combination is referred to as teacher's pedagogical content knowledge. To develop pedagogical content knowledge, a teacher should naturally have a good command over the content knowledge (e.g., [2][3][4]), as well as an understanding of the variety of pedagogies relevant and suitable for the discipline or subject in question [5]. Content knowledge consists of: (1) conceptual knowledge (i.e., declarative knowledge); (2) procedural knowledge; and (3) meta-knowledge about the nature of discipline [6].…”