Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement

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The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019, background): “Teachers with higher PCK are better able to implement challenging tasks at a high cognitive level (cognitive activation; Förtsch et al., 2016) and they provide more individual learning support according to student ratings (Baumert et al.”
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “PCK is related to teachers’ teaching practices as well as to students’ domain-specific knowledge development and achievement (e.g., Förtsch et al., 2016; Fauth et al., 2019; Backfisch et al., 2020).”
Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “Nevertheless, it also constitutes a distinct construct from both content knowledge and pedagogical knowledge, with unique relevance for instruction and student outcomes (Baumert et al., 2010; Förtsch et al., 2016; Mahler et al., 2017; Sadler et al., 2013).”