Assessing Teacher Candidates' General Pedagogical/Psychological Knowledge: Test Construction and Validation.

By Thamar Voss, M. Kunter, J. Baumert. 2011

417 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fa03b342085e1c71a75fdff70388adbb4ad1f539

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, background): “J. Baumert (*) Center for Educational Research , Max Planck Institute for Human Development , Lentzeallee 94 , 14195 Berlin , Germany e-mail: sekbaumert@mpib-berlin.mpg.de M. Kunter Institute of Psychology , Goethe University Frankfurt, PEG, Grüneburgplatz 1, 60323 Frankfurt , Germany e-mail: kunter”
Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “…equips prospective elementary school teachers with a theoretical framework for evaluating teaching methods, with basic principles of effective classroom management, and with an understanding of children’s emotional and motivational needs (König et al., 2011; Voss et al., 2011; Woolfolk Hoy, 2000).”
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers (2014, background): “In line with Shulman’s ideas, some approaches have focused on providing empirical evidence for the proposed structure of teacher knowledge (Baumert et al., 2010; Hill, Rowan, & Ball, 2005; Voss et al., 2011).”
The COACTIV Model of Teachers’ Professional Competence (2013, background): “…pedagogical knowledge and skills— was specified by the dimensions of knowledge of classroom management, knowledge of teaching methods, knowledge of classroom assessment, knowledge of students’ learning processes, and knowledge of individual student characteristics (Voss et al. 2011; see Chap.”
Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes (2015, methodology): “Therefore, to measure cognitive constructs with strong connections to instruction, items based on video vignettes were proposed by several research groups (e.g. Kersting et al., 2012; König et al., 2014; Oser et al., 2009; Sherin & van Es, 2009; Vogt & Rogalla, 2009; Voss et al., 2011).”
Is teacher knowledge associated with performance? On the relationship between teachers’ general pedagogical knowledge and instructional quality (2016, background): “Whereas, nearly all of the previous research studies have a strong focus on subject-specific knowledge of mathematics teachers, with the study by Voss, Kunter, and Baumert (2011) and our study, it becomes clearer that in the future, also GPK of teachers is a necessary cognitive element of a…”
What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities (2016, background): “Effective teachers show superior performance with regard to core-practices of teaching (Forzani 2014), such as classroom management (Voss et al. 2011; Kunter et al. 2013; Wang et al. 1993), provision of instructional explanations (Leinhardt 1989), and formative assessment (Ruiz-Primo and Furtak 2007”