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

Johannes König, Sigrid Blömeke, Lynn Paine, William H. Schmidt, Feng Jui Hsieh

研究成果: 雜誌貢獻文章

74 引文 (Scopus)

摘要

For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics teachers, hardly any attempt has been made to learn more about teachers' GPK. In the context of the Teacher Education and Development Study in Mathematics (TEDS-M), Germany, Taiwan, and the United States worked on closing this research gap by conceptualizing a theoretical framework and developing a standardized test of GPK, which was taken by representative samples of future middle school teachers in these countries. Four task-based subdimensions of GPK and three cognitive subdimensions of GPK were distinguished in this test. TEDS-M data are used (a) to test the hypothesis that GPK is not homogenous but multidimensional and (b) to compare the achievement of U.S. future middle school teachers with future middle school teachers from Germany and Taiwan. The data revealed that U.S. future teachers were outperformed by both the other groups. They showed a relative strength in one of the cognitive subdimensions, generating strategies to perform in the classroom, indicating that in particular they had acquired procedural GPK during teacher education.

原文英語
頁(從 - 到)188-201
頁數14
期刊Journal of Teacher Education
62
發行號2
DOIs
出版狀態已發佈 - 2011 三月 1

指紋

ecology
Taiwan
teacher
education
mathematics
classroom

ASJC Scopus subject areas

  • Education

引用此文

General pedagogical knowledge of future middle school teachers : On the complex ecology of teacher education in the united states, Germany, and Taiwan. / König, Johannes; Blömeke, Sigrid; Paine, Lynn; Schmidt, William H.; Hsieh, Feng Jui.

於: Journal of Teacher Education, 卷 62, 編號 2, 01.03.2011, p. 188-201.

研究成果: 雜誌貢獻文章

@article{706853b541fc46cdb72c11b89106ae09,
title = "General pedagogical knowledge of future middle school teachers: On the complex ecology of teacher education in the united states, Germany, and Taiwan",
abstract = "For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics teachers, hardly any attempt has been made to learn more about teachers' GPK. In the context of the Teacher Education and Development Study in Mathematics (TEDS-M), Germany, Taiwan, and the United States worked on closing this research gap by conceptualizing a theoretical framework and developing a standardized test of GPK, which was taken by representative samples of future middle school teachers in these countries. Four task-based subdimensions of GPK and three cognitive subdimensions of GPK were distinguished in this test. TEDS-M data are used (a) to test the hypothesis that GPK is not homogenous but multidimensional and (b) to compare the achievement of U.S. future middle school teachers with future middle school teachers from Germany and Taiwan. The data revealed that U.S. future teachers were outperformed by both the other groups. They showed a relative strength in one of the cognitive subdimensions, generating strategies to perform in the classroom, indicating that in particular they had acquired procedural GPK during teacher education.",
keywords = "achievement, assessment, general pedagogical knowledge, international education/studies, teacher education/development, teacher knowledge and beliefs",
author = "Johannes K{\"o}nig and Sigrid Bl{\"o}meke and Lynn Paine and Schmidt, {William H.} and Hsieh, {Feng Jui}",
year = "2011",
month = "3",
day = "1",
doi = "10.1177/0022487110388664",
language = "English",
volume = "62",
pages = "188--201",
journal = "Journal of Teacher Education",
issn = "0022-4871",
publisher = "SAGE Publications Inc.",
number = "2",

}

TY - JOUR

T1 - General pedagogical knowledge of future middle school teachers

T2 - On the complex ecology of teacher education in the united states, Germany, and Taiwan

AU - König, Johannes

AU - Blömeke, Sigrid

AU - Paine, Lynn

AU - Schmidt, William H.

AU - Hsieh, Feng Jui

PY - 2011/3/1

Y1 - 2011/3/1

N2 - For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics teachers, hardly any attempt has been made to learn more about teachers' GPK. In the context of the Teacher Education and Development Study in Mathematics (TEDS-M), Germany, Taiwan, and the United States worked on closing this research gap by conceptualizing a theoretical framework and developing a standardized test of GPK, which was taken by representative samples of future middle school teachers in these countries. Four task-based subdimensions of GPK and three cognitive subdimensions of GPK were distinguished in this test. TEDS-M data are used (a) to test the hypothesis that GPK is not homogenous but multidimensional and (b) to compare the achievement of U.S. future middle school teachers with future middle school teachers from Germany and Taiwan. The data revealed that U.S. future teachers were outperformed by both the other groups. They showed a relative strength in one of the cognitive subdimensions, generating strategies to perform in the classroom, indicating that in particular they had acquired procedural GPK during teacher education.

AB - For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics teachers, hardly any attempt has been made to learn more about teachers' GPK. In the context of the Teacher Education and Development Study in Mathematics (TEDS-M), Germany, Taiwan, and the United States worked on closing this research gap by conceptualizing a theoretical framework and developing a standardized test of GPK, which was taken by representative samples of future middle school teachers in these countries. Four task-based subdimensions of GPK and three cognitive subdimensions of GPK were distinguished in this test. TEDS-M data are used (a) to test the hypothesis that GPK is not homogenous but multidimensional and (b) to compare the achievement of U.S. future middle school teachers with future middle school teachers from Germany and Taiwan. The data revealed that U.S. future teachers were outperformed by both the other groups. They showed a relative strength in one of the cognitive subdimensions, generating strategies to perform in the classroom, indicating that in particular they had acquired procedural GPK during teacher education.

KW - achievement

KW - assessment

KW - general pedagogical knowledge

KW - international education/studies

KW - teacher education/development

KW - teacher knowledge and beliefs

UR - http://www.scopus.com/inward/record.url?scp=79953698768&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79953698768&partnerID=8YFLogxK

U2 - 10.1177/0022487110388664

DO - 10.1177/0022487110388664

M3 - Article

AN - SCOPUS:79953698768

VL - 62

SP - 188

EP - 201

JO - Journal of Teacher Education

JF - Journal of Teacher Education

SN - 0022-4871

IS - 2

ER -