Název: General pedagogical knowledge of Austrian teachers
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 2, s. [181]-194
Rozsah
[181]-194
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2020-2-9
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142793
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
General pedagogical knowledge (GPK), as teachers' basic professional knowledge, has a significant influence on sustainable learning and teaching. Rapidly accelerated processes of change encourage teachers to reflect on their GPK. The aim of this paper is to discuss the current understanding of Austrian teachers' GPK in their everyday school practices and point out the challenges they experience. The study is based on a qualitative reconstructive approach that involves interviews and observations. Previous findings have shown that a reconstructive approach provides an understanding that complements existing studies and conceptualizations of GPK. The study also presents further outcomes in terms of the central meaning of interactional processes, a student orientation, and factors and challenges that influence GPK. The challenges involve in particular the requirements raised by current transformation processes and emphasize the necessity of a continuous process of professional learning.
Reference
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[6] Gitomer, D. H., & Bell, C. A. (2016). Handbook of research on teaching. AERA.
[7] Glaser, B. (2007). Remodelling grounded theory. In G. Mey & K. Mruck (Eds.), Grounded theory reader (pp. 47–68). Zentrum für Historische Sozialforschung.
[8] Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Strategies for qualitative research. Aldine.
[9] Grossmann, 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. https://doi.org/10.1016/0742-051X(88)90024-8 | DOI 10.1016/0742-051X(88)90024-8
[10] Guerriero, S. (2017). Pedagogical knowledge and the changing nature of the teaching profession. OECD.
[11] König, J., & Blömeke, S. (2010). Messung des pädagogischen Wissens: Theoretischer Rahmen und Teststruktur. TEDS-M 2008 Primarstufe: Ziele, Untersuchungsgrundlage und zentrale Ergebnisse. In S. Blömeke, G. Kaiser, & R. Lehmann (Eds.), TEDS-M 2008 – Professionelle Kompetenz und Lerngelegenheiten angehender Primarstufenlehrkräfte im internationalen Vergleich (pp. 253–274). Waxmann.
[12] Kraler, C., & Schratz, M. (2012). From best practice to next practice: A shift through researchbased teacher education. Reflecting Education, 8(2), 88–125.
[13] Kraler, C., Dittrich, A.K., & MacKay, F. (2017). Ausbildungsreform als Chance für einen Musterwechsel im Verständnis pädagogisch-psychologischen Professionswissens. Zeitschrift für Bildungsforschung, 7(3), 193–207. https://doi.org/10.1007/s35834-017-0198-z | DOI 10.1007/s35834-017-0198-z
[14] Kunter, M., Baumert, J., Blum, W., & Neubrand, M. (2013). Cognitive activation in the mathematics classroom and professional competences of teachers. Results from the COACTIV-Projects. Springer.
[15] Morine-Deshimer, G., & Kent, T. (1999). The complex nature and sources of teachers' pedagogical knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 21–50). Kluwer Academic.
[16] OECD. (2005). Teachers matter. Attracting, developing and retaining effective teachers. OECD.
[17] Shavelson, R. J. (2010). On the measurement of competency. Empirical Research in Vocational Education and Training, 2(1), 82–103.
[18] Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Research, 57(1), 1–22. https://doi.org/10.17763/haer.57.1.j463w79r56455411 | DOI 10.17763/haer.57.1.j463w79r56455411
[19] Strauss, A. L., & Corbin, J. (1996). Grounded theory. Grundlagen Qualitativer Sozialforschung. Beltz Psychologie.
[20] Teacher Task Force. (2018). International task force on teacher for education 2030. Strategic plan 2018–2021. http://www.teachersforefa.unesco.org/v2/index.php/en/ressources/file/395-strategic-plan-2018-2021
[21] Terhart, E. (2013). Erziehungswissenschaft und Lehrerbildung. Waxmann.
[22] Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103(4), 952–969. https://doi.org/10.1037/a0025125 | DOI 10.1037/a0025125
[23] Voss, T., Kunter, M., Seiz, J., Hoehne, V., & Baumert, J. (2014). Die Bedeutung des pädagogisch-psychologischen Wissens von angehenden Lehrkräften für die Unterrichtsqualität. Zeitschrift für Pädagogik, 60(2), 84–201.
[24] Voss, T., Kunina-Habenicht, O., Gindele, V., & Kunter, M. (2015). Stichwort Pädagogisches Wissen von Lehrkräften – Empirische Zugänge und Befunde. Zeitschrift für Erziehungswissenschaften, 18(2), 187–223. https://doi.org/10.1007/s11618-015-0626-6 | DOI 10.1007/s11618-015-0626-6
[25] Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104–124). Cassell.