Teachers’ Content Knowledge and Pedagogical Content Knowledge

By Thilo Kleickmann, Dirk Richter, M. Kunter, Jürgen Elsner, M. Besser, S. Krauss, J. Baumert. 2013

565 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/920e47ccfdb5d1a689cef021652b981f2839d884

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “Nevertheless, several studies have found that academic-track teachers outperform non-academic-track teachers in pedagogical content knowledge (Baumert et al., 2010; Blömeke et al., 2008; Kleickmann et al., 2013; Krauss, Brunner, et al., 2008; Riese, 2010).”
The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019, background): “domains that are directly important to good teaching (Kleickmann et al., 2013; Park & Oliver, 2008): (1) knowledge on tasks that foster student understanding, (2) knowledge on good explanations and instructional strategies, and (3) knowledge on students’ preconceptions, misconceptions, and the typic”
Making Progress on Mathematical Knowledge for Teaching (2016, unknown): “…(e.g., Bell, Wilson, Higgins, & McCoach, 2010), examining the impact of structural differences on the mathematical education of teachers (e.g., Kleickmann et al., 2013), arguing for policies and programs (e.g., Hill, 2011), and investigating the role of professional content knowledge on…”
Teachers’ Professional Knowledge for Teaching English as a Foreign Language (2016, methodology): “For example, based on data from the COACTIV project, structural differences between lower preservice teachers and lower/upper secondary teachers of mathematics and between different stages during their initial teacher education have been found (Kleickmann et al., 2013).”
Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities (2015, background): “…of particular learning opportunities (e.g., Capraro, Capraro, Parker, Kulm, & Raulerson, 2005; Großschedl, Mahler, Kleickmann, & Harms, 2014; Kleickmann et al., 2013), and about the relationship between professional knowledge and the learning progress of students (e.g., Baumert et al.,…”