The relation between content-specific and general teacher knowledge and skills
By Sigrid Blömeke, Andreas Busse, Gabriele Kaiser, Johannes Alexander König, Ute Suhl. 2016
110 citations recorded by the source corpus.
Abstract The relation between teacher knowledge and skills and how these were influenced by teacher education was examined with 171 secondary mathematics teachers. Six paper-and-pencil and video tests were applied to assess content knowledge, pedagogical content knowledge and general pedagogical knowledge as well as diagnostic, teaching and classroom management skills. It was hypothesized that the relation between these six cognitive facets was best approximated by distinguishing between levels of generalizability across different mathematics teaching situations. The data strongly supported this model in confirmatory factor analyses. The data also revealed the hypothesized differential relations between teacher cognitions and teacher education.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/8a95a49751de5dfbc7eea08bd12d348bc9362796
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Johannes Alexander König
- Gabriele Kaiser
- Sigrid Blömeke
- Xinrong Yang
- Thorsten Scheiner
- Ghislaine Gueudet
Citations in the corpus
- Relationship Between Chinese Mathematics Teachers’ Knowledge and Their Professional Noticing (2020, background): “Dunekacke, Jenßen, Eilerts, and Blömeke (2016) even identified a rather strong relationship (β = 0.55) between pre-service preschool teachers’MPCK and their noticing competence.”