Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach

Teaching and Teacher Education

Volumn 38, Issue , 2014, Pages 76-88

  König, Johannes ^a   Blömeke, Sigrid ^b   Klein, Patricia ^b   Suhl, Ute ^b   Busse, Andreas ^c   Kaiser, Gabriele ^c  

^a UNIVERSITY OF COLOGNE   (Germany)

^b HUMBOLDT UNIVERSITY   (Germany)

^c UNIVERSITY OF HAMBURG   (Germany)

Author keywords

Assessment; Competences; General pedagogical knowledge; Teacher; Teacher education; Video vignettes

Indexed keywords

EID: 84890669754     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2013.11.004     Document Type: Article

References (84)

1. Anderson J.R. Acquisition of cognitive skills. Psychological Review 1982, 89:369-406.
2. Ataxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives 2001, Longman, New York, NY. L.W. Anderson, D.R. Krathwohl (Eds.).
3. Baumert J., Kunter M. Stichwort: Professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft 2006, 9:469-520.
4. Baumert J., Kunter M., Blum W., Brunner M., Voss T., Jordan A., et al. Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal 2010, 47(1):133-180.
5. Benthien J., Kaiser G., Döhrmann M., König J., Blömeke S. Rating scales as an instrument for video-analysis - results of an expert rating. In Paper submitted for presentation at the 37th annual conference of the International Group for Psychology of Mathematics Education (PME) 2013.
6. Berliner D.C. In pursuit of the expert pedagogue. Educational Researcher 1986, 15:5-13.
7. Berliner D.C. The nature of expertise in teaching. Effective and responsible teaching 1992, 227-248. (Chap. 15), Jossey-Bass, San Francisco, CA. F.K. Oser, A. Dick, J.-L. Patry (Eds.).
8. Berliner D.C. Teacher expertise. Teaching and Learning in the Primary School 1994, 72-79.
9. Berliner D.C. Learning about and learning from expert teachers. International Journal of Educational Research 2001, 35(5):463-482.
10. Berliner D.C. Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology and Society 2004, 24(3):200-212.
11. Blömeke S., Kaiser G., König J. Längsschnittliche Entwicklung der Kompetenzen von Junglehrkräften: Follow-Up zur internationalen Vergleichsstudie TEDS-M (TEDS-FU). Antrag auf Gewährung einer DFG-Sachbeihilfe im Rahmen des Normalverfahrens (Ms.; bewilligt als BL 548/8-1) 2009, Berlin, Hamburg & Köln: Universität.
12. Blömeke S., König J. Zum Zusammenhang von Ausbildungsformen, -inhalten und -methoden mit dem erworbenen pädagogischen Professionswissen von Grundschullehrkräften. Zeitschrift für Grundschulforschung 2011, 4(1):33-46.
13. Blömeke S., König J., Busse A., Suhl U., Benthien J., Döhrmann M., et al. Von der Lehrerausbildung in den Beruf: Fachbezogenes Wissen als Voraussetzung einer genauen Wahrnehmung und Analyse von Unterricht. Zeitschrift für Erziehungswissenschaft 2013, (submitted for publication).
14. Blömeke S., Suhl U., Kaiser G., Döhrmann M. Family background, entry selectivity and opportunities to learn: what matters in primary teacher education? An international comparison of fifteen countries. Teaching and Teacher Education 2012, 28:44-55.
15. Bond T.G., Fox C.M. Applying the Rasch model. Fundamental measurement in the human sciences 2007, Erlbaum, Mahwah, N.J. 2nd ed.
16. Borko H., Koellner K., Jacobs J., Seago N. Using video representations of teaching in practice-based professional development programs. ZDM - Mathematics Education 2011, 43:175-187.
17. Borko H., Putnam R. Learning to teach. Handbook of educational psychology 1996, 673-708. Macmillan, New York. R.C. Calfee, D.C. Berliner (Eds.).
18. Boyd D., Grossman P.L., Lankford H., Loeb S., Wyckoff J. Teacher preparation and student achievement. Educational Evaluation and Policy Analysis 2009, 31(4):416-440.
19. Bromme R. Der Lehrer als Experte: zur Psychologie des professionellen Wissens 1992, Huber, Bern, Switzerland.
20. Bromme R. Kompetenzen, Funktionen und unterrichtliches Handeln des Lehrers. Enzyklopädie der Psychologie: Psychologie des Unterrichts und der Schule 1997, Vol. 3:177-212. Hogrefe, Göttingen, Germany.
21. Bromme R. Teacher expertise. International encyclopedia of the social and behavioral sciences 2001, 15459-15465. Elsevier, Amsterdam, Netherlands. N.J. Smelser, P.B. Baltes (Eds.).
22. Using video in teacher education 2007, JAI Press, Bingley, UK. J. Brophy (Ed.).
23. Chinnappan M., English L. Students' mental models and schema activation during geometric problem solving. MERGA 1995, Vol. 18:156-162.
24. Clift R.T., Brady P. Research on methods courses and field experiences. Studying teacher education. The report of the AERA Panel on Research and Teacher Education 2005, 309-424. Erlbaum, Mahwah, NJ. M. Cochran-Smith, K.M. Zeichner (Eds.).
25. Cloetta B., Dann H.D., Müller-Fohrbrodt G. Umweltbedingungen innovativer Kompetenz: eine Längsschnittuntersuchung zur Sozialisation von Lehrern in Ausbildung und Beruf 1978, Klett-Cotta, Stuttgart.
26. Dann H.-D. Lehrerkognitionen und Handlungsentscheidungen. Psychologie der Lehrer- Schüler-Interaktion 2000, 79-108. Leske and Budrich, Opladen. M.K.W. Schweer (Ed.).
27. Dehoney J. Cognitive task analysis: implications for the theory and practice of instructional design. Proceedings of the annual national convention of the Association for Educational Communications and Technology (AECT) 1995, 113-123. (ERIC document reproduction service no. ED 383 294).
28. De Jong T., Ferguson-Hessler M. Types and qualities of knowledge. Educational Psychologist 1996, 31(2):105-113.
29. Doyle W. Ecological approaches to classroom management. Handbook of classroom management: Research, practice, and contemporary issues 2006, 97-125. Erlbaum, Mahwah, NJ. C.M. Evertson, C.S. Weinstein (Eds.).
30. van Es E.A., Sherin M.G. Learning to notice: scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education 2002, 10(4):571-596.
31. Handbook of classroom management: Research, practice, and contemporary research 2006, Erlbaum, Mahwah, NJ. C.M. Evertson, C.S. Weinstein (Eds.).
32. Fenstermacher G.D. The knower and the known: the nature of knowledge in research on teaching. Review of Research in Education 1994, 20:3-56.
33. Fuller F.F., Brown O.H. Becoming a teacher. Teacher education. 74th Yearbook of the NSSE, part II 1975, 25-52. Chicago. K. Ryan (Ed.).
34. Goldsmith L., Schifter D. Understanding teachers in transition: characteristics of a model for developing teachers. Mathematics teachers in transition 1997, 19-54. Erlbaum, Mahwah, NJ. E. Fennema, B.S. Nelson (Eds.).
35. Good T.L., Brophy J.E. Looking in classrooms 2007, Allyn & Bacon, Boston, MA.
36. Grossman P.L., Richert A.E. Unacknowledged knowledge growth: a re-examination of the effects of teacher education. Teaching and Teacher Education 1988, 4(1):53-62.
37. Gruber H., Harteis C., Rehrl M. Professional learning: Erfahrung als Grundlage von Handlungskompetenz. Bildung und Erziehung 2006, 59:193-203.
38. Gruber H., Renkl A. Die Kluft zwischen Wissen und Handeln: Der Problem des trägen Wissens. Wissen - Können - Reflexion. Ausgewählte Verhältnisbestimmungen 2000, 155-174. STUDIENVerlag, Innsbruck. G.H. Neuweg (Ed.).
39. Gruber H., Rehrl M. Praktikum statt Theorie? Eine Analyse relevanten Wissens zum Aufbau pädagogischer Handlungskompetenz 2005, Forschungsbericht 15 des Instituts für Pädagogik, Universität Regensburg.
40. Hackl B. Explizites und implizites Wissen. Menschliches Handeln im Spannungsfeld von Intentionalität, Rationalität und praktischem Können. Zur Professionalisierung pädagogischen Handelns 2004, 69-112. Münster. B. Hackl, G.H. Neuweg (Eds.).
41. Harris D.N., Sass T. Teacher training, teacher quality, and student achievement 2007, (CALDER working paper 3).
42. Hatano G., Inagaki K. Two courses of expertise. Child development and education in Japan: A series of books in psychology 1986, 262-272. Freeman, New York. H.W. Stevenson, H. Azuma, K. Hakuta (Eds.).
43. Helmke A. Unterrichtsqualität erfassen, bewerten, verbessern 2003, Kallmeyer, Seelze, Germany.
44. Hill H.C. The nature and predictors of elementary teachers' mathematical knowledge for teaching. Journal for Research in Mathematics Education 2010, 41(5):513-545.
45. Hill H.C., Blunk M., Charalambous C., Lewis J., Phelps G.C., Sleep L., et al. Mathematical knowledge for teaching and the mathematical quality of instruction: an exploratory study. Cognition and Instruction 2008, 26:430-511.
46. Hopmann S., Riquarts K. Didaktik and/or curriculum 1995, Vol. 147. Institut für die Pädagogik der Naturwissenschaften, Kiel, Germany.
47. Johnson S., Birkeland S. Pursuing a sense of success: new teachers explain their career decisions. American Educational Research Journal 2003, 40(3):581-617.
48. Jonsson A., Svingby G. The use of scoring rubrics: reliability, validity and educational consequences. Educational Research Review 2007, 2(2):130-144.
49. Kirschner P.A., Sweller J., Clark R.E. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 2006, 41(2):75-86.
50. Klein G.A., Hoffman R.R. Seeing the invisible: perceptual-cognitive aspects of expertise. Cognitive science foundations of instruction 1993, 203-226. Erlbaum, Hillsdale, NJ. M. Rabinowitz (Ed.).
51. Zur Entwicklung nationaler Bildungsstandards. Eine expertise. Bildungsforschung 2003, Bd. 1. Verlag, Bonn. E. Klieme, H. Avenarius, W. Blum, P. Döbrich, H. Gruber, M. Prenzel (Eds.).
52. Standards für die Lehrerbildung: Bildungswissenschaften 2004, KMK, Beschluss der Kultusministerkonferenz vom 16.12.2004.
53. König J. Lehrerprofessionalität-Konzepte und Ergebnisse der internationalen und deutschen Forschung am Beispiel fachübergreifender, pädagogischer Kompetenzen. Professionalität von Lehrkräften-Was sollen Lehrkräfte im Lese- und Schreibunterricht wissen und können? [Teacher professionalism - What should teachers should know and be able to for teaching reading and writing?] 2010, 40-105. DGLS, Berlin, Retrieved 06.12.13,. http://www.hf.uni-koeln.de/data/eso/File/Koenig/Beitrag_Koenig_2010.pdf, J. König, B. Hofmann (Eds.).
54. König J. First comes the theory, then the practice? On the acquisition of general pedagogical knowledge during initial teacher education. International Journal of Science and Mathematics Education 2013, 11(4):999-1028.
55. König, J. & Blömeke, S. (2008). Unterschiede im pädagogischen Wissen von Lehramtsstudierenden mit und ohne Mathematik. [Differences in Mathematics and Non-Mathematics Student Teachers' Pedagogical Knowledge]. In E. Vásárhelyi (Hrsg.), Beiträge zum Mathematikunterricht 2008 [Papers on Mathematics Teaching] (S. 165-168). Hildesheim: Franzbecker Verlag. Retrieved 06.12.13,. http://www.mathematik.uni-dortmund.de/ieem/BzMU/BzMU2008/BzMU2008/BzMU2008_KOENIG_Johannes%20%26%20BLOEMEKE_Sigrid.pdf.
56. König J., Blömeke S. Future teachers general pedagogical knowledge from a comparative perspective. Does school experience matter?. ZDM - The International Journal on Mathematics Education 2012, 44(3):341-354.
57. König J., Blömeke S. Preparing teachers of mathematics in Germany. TEDS-M Encyclopaedia. A guide to teacher education context, structure and quality assurance in the seventeen TEDS-M countries 2013, (in press). J. Schwille, L. Ingvarson, R. Holdgreve-Resendez (Eds.).
58. König J., Blömeke S., Paine L., Schmidt B., Hsieh F.-J. 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 2011, 62(2):188-201.
59. König J., Lebens M. Classroom Management Expertise (CME) von Lehrkräften messen: Überlegungen zur Testung mithilfe von Videovignetten und erste empirische Befunde. Lehrerbildung auf dem Prüfstand 2012, 5(1):3-29.
60. König, J. & Seifert, A. (Hrsg.) (2012). Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung [Student teachers acquire professional pedagogical knowledge. Findings from Longitudinal Study LEK on the Effectiveness of General Pedagogy in Teacher Education] Münster: Waxmann.
61. König J., Tachtsoglou S., Darge K., Lünnemann M. Zur Nutzung von Praxis: Modellierung und Validierung lernprozessbezogener Tätigkeiten von angehenden Lehrkräften im Rahmen ihrer schulpraktischen Ausbildung. Zeitschrift für Bildungsforschung 2013, http://dx.doi.org/10.1007/s35834-013-0084-2.
62. Korthagen F.A.J. Making teacher education relevant for practice: the pedagogy of realistic teacher education. Orbis Scholae 2011, 5(2):31-50.
63. Kunina-Habenicht O., Schulze-Stocker F., Kunter M., Baumert J., Leutner D., Förster D., et al. Die Bedeutung der Lerngelegenheiten im Lehramtsstudium und deren individuelle Nutzung für den Aufbau des bildungswissenschaftlichen Wissens. Zeitschrift für Pädagogik 2013, 59(1):1-23.
64. Leinhardt G., Greeno J. The cognitive skill of teaching. Journal of Educational Psychology 1986, 78(2):75-95.
65. Lipowsky F. Theoretische Perspektiven und empirische Befunde zur Wirksamkeit von Lehrerfort- und -weiterbildung. Handbuch der Forschung zum Lehrerberuf 2011, 398-417. Waxmann, Münster.
66. McCormack A., Gore J., Thomas K. Early career teacher professional learning. Asia-Pacific Journal of Teacher Education 2006, 34(1):95-113.
67. Meng X.-L., Rosenthal R., Rubin D.B. Comparing correlated correlation coefficients. Psychological Bulletin 1992, 111:172-175.
68. Muthén B.O., Muthén L.K. Mplus 2006, (Version 4.2) [Computer software]. Los Angeles, CA.
69. Putnam R.T. Structuring and adjusting content for students: a study of live and simulated tutoring of addition. American Educational Research Journal 1987, 24:13-48.
70. Sabers D.S., Cushing K.S., Berliner D.C. Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal 1991, 28:63-88.
71. Santagata R., Guarino J. Using video to teach future teachers to learn from teaching. ZDM Mathematics Education 2011, 43:133-145.
72. Schmidt W.H., Tatto M.T., Bankov K., Blömeke S., Cedillo T., Cogan L., et al. The preparation gap: Teacher education for middle school mathematics in six countries - Mathematics teaching in the 21st century (MT21) 2007, East Lansing. Retrieved 12.12.07, from. http://usteds.msu.edu/related_research.asp.
73. Seidel T., Blomberg G., Stürmer K. "Observer" - Validierung eines videobasierten instruments zur Erfassung der professionellen Wahrnehmung von Unterricht. Zeitschrift für Pädagogik 2010, 56(Beiheft):296-306.
74. Shavelson R.J. On the measurement of competency. Empirical Research in Vocational Education and Training 2010, 2(1):82-103.
75. Shavelson R.J., Stern P. Research on teachers' pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research 1981, 51(4):455-498.
76. Shulman L.S. Knowledge and teaching: foundations of the new reform. Harvard Educational Research 1987, 57:1-22.
77. Slavin R.E. Quality, appropriateness, incentive, and time: a model of instructional effectiveness. International Journal of Educational Research 1994, 21:141-157.
78. Tatto M.T., Schwille J., Senk S., Ingvarson L., Peck R., Rowley G. Teacher education and development study in mathematics (TEDS-M): Conceptual framework 2008, Michigan State University, East Lansing.
79. Tatto M.T., Schwille J., Senk S., Ingvarson L., Rowley G., Peck R., et al. Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries. Findings from the IEA teacher education and development study in mathematics (TEDS-M) 2012, Retrieved 10.04.12, from. http://www.iea.nl/fi%20leadmin/user_upload/Publications/Electronic_%20versions/IEA_TEDS-M.pdf.
80. UNESCO Institute for Statistics International standard classification of education 1997, Author, Montreal, Canada.
81. Weinert F.E. Aconcept of competence: a conceptual clarification. Defining and selecting key competencies 2001, 45-65. Hogrefe, Göttingen, Germany. D.S. Rychen, L.H. Salganik (Eds.).
82. Wilson S.M., Berne J. Teacher learning and the acquisition of professional knowledge: an examination of research on contemporary professional development. Review of Research in Education 1999, 24:173-210.
83. Wu M.L., Adams R.J. Modelling mathematics problem solving item responses using a multidimensional IRT model. Mathematics Education Research Journal (MERJ) 2006, 93-113. 2006 special issue, October 2006.
84. Wu M.L., Adams R.J., Wilson M.R. ConQuest: Multi-aspect test software 1997, [computer program], Australian Council for Educational Research, Camberwell, Australia.