General pedagogical knowledge of future middle school teachers: On the complex ecology of teacher education in the united states, Germany, and Taiwan

Journal of Teacher Education

Volumn 62, Issue 2, 2011, Pages 188-201

  König, Johannes ^a   Blömeke, Sigrid ^a   Paine, Lynn ^b   Schmidt, William H ^b   Hsieh, Feng Jui ^c  

^a HUMBOLDT UNIVERSITY   (Germany)

^b MICHIGAN STATE UNIVERSITY   (United States)

^c NATIONAL TAIWAN NORMAL UNIVERSITY   (Taiwan)

Author keywords

achievement; assessment; general pedagogical knowledge; international education studies; teacher education development; teacher knowledge and beliefs

Indexed keywords

EID: 79953698768     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487110388664     Document Type: Article

References (64)

1. Adams, R. (2002). Scaling PISA cognitive data. Paris: OECD.
2. Adams, R., & Wu, M. (Eds.). (2002). PISA 2000 technical report. Paris, France: OECD. Retrieved from http://www.oecd.org/dataoecd/53/19/33688233.pdf.
3. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, NY: Longman.
4. Baer, M., Dörr, G., Fraefel, U., Kocher, M., Küster, O., Larcher, S., Wyss C. (2007). Werden angehende Lehrpersonen durch das Studium kompetenter? [Do future teachers acquire competencies through studying?] Unterrichtswissenschaft, 35(1), 15-47.
5. Ball, D.L., Thames, M.H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407.
6. Bateson, M.C. (1994). Peripheral visions: Learning along the way. New York, NY: HarperCollins.
7. Baumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften [Keywords: Professional competence of teachers]. Zeitschrift für Erziehungswissenschaft, 9(4), 469-520.
8. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Tsai, Y.-M. (2010). Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180.
9. Baumert, J., Kunter, M., Brunner, M., Krauss, S., Blum, W., & Neubrand, M. (2004). Mathematikunterricht aus Sicht der PISA-Schülerinnen und -Schüler und ihrer Lehrkräfte [Mathematics education from the perspective of PISA students and pupils and their teachers]. In M. Prenzel, J. Baumert, W. Blum, R. Lehmann, D. Leutner, M. Neubrand,. U. Schiefele, (Eds.), PISA 2003. Der Bildungsstand der Jugendlichen in Deutschland- Ergebnisse des zweiten internationalen Vergleichs [PISA 2003: The educational level of young people in Germany-Results of the second international comparison] (pp. 314-354). Münster, Germany: Waxmann.
10. Berliner, D.C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463-482.
11. Berliner, D.C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology and Society, 24(3), 200-212.
12. Blömeke, S., & König, J. (2010a). Messung des pädagogischen Wissens: Theoretischer Rahmen und Teststruktur [Measuring pedagogical knowledge: Theoretical framework and test structure]. In S. Blömeke, G. Kaiser, & R. Lehmann (Eds.), TEDS-M 2008-Professionelle Kompetenz und Lerngelegenheiten angehender Mathematiklehrkräfte im internationalen Vergleich [TEDS-M 2008-Professional competence and learning opportunities of prospective mathematics teachers in an international comparison] (pp. 239-269). Münster, Germany: Waxmann.
13. Blömeke, S., & König, J. (2010b). Pädagogisches Wissen angehender Mathematiklehrkräfte im internationalen Vergleich [Pedagogic knowledge of prospective mathematics teachers in an international comparison]. In S. Blömeke, G. Kaiser, & R. Lehmann (Eds.), TEDS-M 2008-Professionelle Kompetenz und Lerngelegenheiten angehender Mathematiklehrkräfte im internationalen Vergleich [TEDS-M 2008-Professional competence and learning opportunities of prospective mathematics teachers in an international comparison] (pp. 270-283). Münster, Germany: Waxmann.
14. Blömeke, S., & Paine, L. (2008). Getting the fish out of the water: Considering benefits and problems of doing research on teacher education at an international level. Teaching and Teacher Education, 24(4), 2027-2037.
15. Blömeke, S., Paine, L., Houang, R.T., Hsieh, F.-J., Schmidt, W.H., Tatto, M., Schwille, J. (2008). Future teachers' competence to plan a lesson: First results of a six-country study on the efficiency of teacher education. ZDM-The International Journal on Mathematics Education, 40(5), 749-762.
16. Bloom, B.S. (1976). Human characteristics and school learning. New York, NY: McGraw-Hill.
17. Bromme, R. (1992). Der Lehrer als Experte: zur Psychologie des professionellen Wissens [The teacher as expert: The psychology of professional knowledge]. Bern, Switzerland: Huber.
18. Bromme, R. (1997). Kompetenzen, Funktionen und unterrichtliches Handeln des Lehrers [Skills, functions, and curricular activities of the teacher]. In F. E. Weinert (Ed.), Enzyklopädie der Psychologie: Psychologie des Unterrichts und der Schule [Encyclopedia of psychology: Psychology of teaching and the school] (Vol. 3, pp. 177-212). Göttingen, Germany: Hogrefe.
19. Bromme, R. (2001). Teacher expertise. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 15459-15465). Amsterdam, Netherlands: Elsevier.
20. Brophy, J. (1999). Teaching. Brussels, Belgium: International Academy of Education. Retrieved from http://www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/prac01e.pdf.
21. Carroll, J.B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
22. Cochran-Smith, M. & Fries, K. (2005). Researching teacher education in changing times: Politics and paradigms. In M. Cochran-Smith & K. M. Zeichner (eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 69-110). Mahwah, NJ: Erlbaum.
23. Correa, C.A., Perry, M., Sims, L.M., Miller, L.M. & Fang, G. (2008). Connected and culturally embedded beliefs: Chinese and U.S. teachers talk about how their students best learn mathematics. Teaching and Teacher Education, 24, 140-153.
24. Fenstermacher, G.D. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 3-56.
25. Fischer, R. (2004). Standardization to account for cross-cultural response bias: A classification of score adjustment procedures and review of research in JCCP. Journal of Cross-Cultural Psychology, 35(3), 263-282.
26. Good, T.L., & Brophy, J.E. (2007). Looking in classrooms. Boston, MA: Allyn & Bacon.
27. Grossman, P.L. (1992). Why models matter: An alternate view on professional growth in teaching. Review of Educational Research, 62(2), 171-179.
28. Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184-205.
29. Grossman, P.L., & Richert, A.E. (1988). Unacknowledged knowledge growth: A re-examination of the effects of teacher education. Teaching and Teacher Education, 4(1), 53-62.
30. Helmke, A. (2003). Unterrichtsqualität erfassen, bewerten, verbessern [Understand, evaluate, and improve teacher quality]. Seelze, Germany: Kallmeyer.
31. Hill, H.C., Rowan, B., & Ball, D.L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.
32. Hopmann, S., & Riquarts, K. (Eds.). (1995). Didaktik und/oder Curriculum: Grundprobleme einer international-vergleichenden Didaktik [Didactics and/or curriculum: Basic problems of an international-comparative didactics]. Weinheim, Germany: Beltz.
33. Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144.
34. Kagan, D.M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169.
35. Klafki, W. (1985). Neue Studien zur Bildungstheorie und Didaktik. Beiträge zur kritisch-konstruktiven Didaktik [New studies to education theory and didactics: Contributions to the critical-constructional didactics]. Weinheim, Germany: Beltz.
36. König, J., & Blömeke, S. (2009). Pädagogisches Wissen von angehenden Lehrkräften: Erfassung und Struktur von Ergebnissen der fachübergreifenden Lehrerausbildung [Pedagogic knowledge of prospective teachers: Acquisition and structure of the results of cross-disciplinary teacher education]. Zeitschrift für Erziehungswissenschaft, 12(3), 499-527.
37. König, J., & Blömeke, S. (2010a). Messung des pädagogischen Wissens: Theoretischer Rahmen und Teststruktur [Measurement of educational knowledge: Theoretical framework and test structure]. In S. Blömeke, G. Kaiser, & R. Lehmann (Eds.), TEDS-M 2008-Professionelle Kompetenz und Lerngelegenheiten angehender Primarstufenlehrkräfte im internationalen Vergleich [Professional competence and learning opportunities of prospective primary school teachers in an international comparison] (pp. 253-273). Münster, Germany: Waxmann.
38. König, J., & Blömeke, S. (2010b). Pädagogisches Wissen angehender Primarstufenlehrkräfte im internationalen Vergleich [Pedagogic knowledge of prospective primary school teachers in an international comparison]. In S. Blömeke, G. Kaiser, & R. Lehmann (Eds.), TEDS-M 2008-Professionelle Kompetenz und Lerngelegenheiten angehender Primarstufenlehrkräfte im internationalen Vergleich [Professional competence and learning opportunities of prospective primary school teachers in an international comparison] (pp. 275-296). Münster, Germany: Waxmann.
39. König, J., & Blömeke, S. (2010c). Pädagogisches Unterrichtswissen (PUW) [Educational teaching knowledge]. In Dokumentation der Kurzfassung des TEDS-M-Testinstruments zur Kompetenzmessung in der ersten Phase der Lehrerausbildung [Documentation of the short version of the TEDS-M-Test instrument for competence assessment in the first phase of teacher training]. Berlin, Germany: Humboldt University of Berlin.
40. König, J., & Blömeke, S. (in press). TEDS-M country report on teacher education in Germany. In M. T. Tatto (Series ed.), Policy, practice, and readiness to teach primary and secondary mathematics: The Teacher Education and Development Study in Mathematics international report (Vol. 5). Lansing: Michigan State University.
41. Krauss, S., Baumert, J., & Blum, W. (2008). Secondary mathematics teachers' pedagogical content knowledge and content knowledge: Validation of the COACTIV constructs. Zentralblatt für Didaktik der Mathematik, 40, 873-892.
42. Larcher, S., & Oelkers, J. (2004). Deutsche Lehrerbildung im internationalen Vergleich [German teacher education: An international comparison]. In S. Blömeke, P. Reinhold, G. Tulodziecki, & J. Wildt (Eds.), Handbuch Lehrerausbildung [Handbook of teacher training] (pp. 128-150). Bad Heilbrunn, Germany: Klinkhardt.
43. McDonald, J.P. (1992). Teaching: Making sense of an uncertain craft. New York, NY: Teachers College Press.
44. Oser, F., & Oelkers, J. (Eds.). (2001). Die Wirksamkeit der Lehrerbildungssysteme [The effectiveness of teacher education systems]. Chur, Switzerland: Ruegger.
45. Putnam, R.T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
46. Risko, V.J., Roller, C.M., Cummins, C., Bean, R.M., Block, C.C., Anders, P.L., & Flood, J. (2008). A critical analysis of research on reading teacher education. Reading Research Quarterly, 43(3), 252-288.
47. Schmidt, W.H., Blömeke, S., & Tatto, M.T. (in press). Teacher preparation from an international perspective. New York, NY: Teacher College Press.
48. Schmidt, W.H., Cogan, L., & Houang, R. (2011). The role of opportunity to learn in teacher preparation: An international context. Journal of Teacher Education, 62(2), 138-153.
49. Schulte, K. (2008). Selbstwirksamkeitserwartungen in der Lehrerbildung-Zur Struktur und dem Zusammenhang von Lehrer-Selbstwirksamkeitserwartungen, Pädagogischem Professionswissen und Persönlichkeitseigenschaften bei Lehramtsstudierenden und Lehrkräften. University of Göttingen. Retrieved from: http://webdoc.sub.gwdg.de/diss/2008/schulte/schulte.pdf.
50. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
51. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Research, 57, 1-22.
52. Slavin, R.E. (1994). Quality, appropriateness, incentive, and time: A model of instructional effectiveness. International Journal of Educational Research, 21, 141-157.
53. Stigler, J.W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. New York, NY: Free Press.
54. Tatto, M.T., Schwille, J., Senk, S., Ingvarson, L., Peck, R. & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. East Lansing: Michigan State University.
55. Tatto, M.T., & Senk, S. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the Teacher Education and Development Study in Mathematics. Journal of Teacher Education, 62(2), 121-137.
56. Townsend, T., & Bates, R. (Eds.). (2007). Handbook of teacher education: Globalization, standards, and professionalism in times of change. Dordrecht, Netherlands: Springer.
57. Tulodziecki, G., Herzig, B., & Blömeke, S. (2004). Gestaltung von Unterricht. Eine Einführung in die Didaktik [Design of instruction: An introduction to teaching]. Bad Heilbrunn, Germany: Klinkhardt.
58. UNESCO Institute for Statistics. (1997). International standard classification of education. Montreal, Canada: Author.
59. von Davier, A.A., Carstensen, C.H., & von Davier, M. (2006). Linking competencies in horizontal, vertical, and longitudinal settings and measuring growth. In J. Hartig, E. Klieme, & D. Leutner (Eds.), Assessment of competencies in educational contexts (pp. 53-80). Göttingen, Germany: Hogrefe.
60. Weinert, F.E. (2001). A concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45-65). Göttingen, Germany: Hogrefe.
61. Wilson, S.M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-210).
62. Wright, B.D., Linacre, M., Gustafsson, J.-E. & Martin-Loff, P. (1994). Reasonable mean-square fit values. Rasch Measurement Transactions, 8, 370.
63. Wu, M.L. (1997). The development and application of a fit test for use with generalised item response model. Unpublished masters of education dissertation, University of Melbourne, Australia.
64. Wu, M.L., Adams, R.J., & Wilson, M.R. (1997). ConQuest: Multi-aspect test software [computer program]. Camberwell, Australia: Australian Council for Educational Research.