Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers' Mathematics and Mathematics Pedagogical Content Knowledge.
By Sigrid Blömeke, Ute Suhl, Gabriele Kaiser. 2011
166 citations recorded by the source corpus.
Subfields: Applied Mathematics, Education
View Paper: https://www.semanticscholar.org/paper/2a743b5022edfbaa19ce53118bc7e27ddba4d71e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Applied Mathematics
In Education
- M. Kunter
- Aiso Heinze
- Thilo Kleickmann
- J. Baumert
- Ute Harms
- Ghislaine Gueudet
- Sigrid Blömeke
- Ingrid Glowinski
Citations in the corpus
- Survey on the State of the Art (2016, methodology): “The distinction between general pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK) has proved practically useful and has been employed in numerous studies (e.g., Borko 2004; Bl ö meke et al. 2011).”
- Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities (2015, methodology): “A similar dimension was used by Blömeke et al. (2011) as well as König et al. (2011) in TEDS-M.”
- Content, Professional Preparation, and Teaching Methods: How Diverse Is Teacher Education across Countries? (2012, background): “…States scored around the international mean, both the MCK and the MPCK scores of lower secondary teachers from Chile, Botswana, Georgia, the Philippines, Norway, Oman, Malaysia, and Thailand were significantly below the international mean (for further details, see Blömeke et al. 2011, 2012).”
- Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “Despite rising interest in the quantitative assessment of teachers’ professional knowledge (e.g., Blömeke et al., 2011; Hill, Schilling, & Ball, 2004; Krauss, Brunner, et al., 2008; Phelps & Schilling, 2004; Schilling & Hill, 2007), most evidence on the formation of teachers’ pedagogical content…”
- The COACTIV Model of Teachers’ Professional Competence (2013, background): “Another theoretical conceptualization of mathematics teachers’ CK and PCK has been developed and corresponding measurement instruments constructed in the context of the IEA’s Teacher Education and Development Study in Mathematics (TEDS-M; Blömeke et al. 2008a, 2011; Schmidt et al. 2007).”