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

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Is teacher knowledge associated with performance? On the relationship between teachers’ general pedagogical knowledge and instructional quality (2016, background): “…related to teacher performance in class (Doyle, 2006; Kounin 1970), innovative approaches such as video-cued testing could complement the classical paper–pencil approach in order to measure teachers’ situation-specific skills of perceiving and interpreting classroom events (König and Kramer 2016).”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, methodology): “However, current innovative approaches in videocued testing are exemplified in the teaching of mathematics (e.g., Kersting, 2008) or in general teaching (e.g., König & Kramer, 2016; Seidel & Stürmer, 2014).”