The Experts below are selected from a list of 135558 Experts worldwide ranked by ideXlab platform
Jurgen Baumert - One of the best experts on this subject based on the ideXlab platform.
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assessing teacher candidates general pedagogical Psychological Knowledge test construction and validation
Journal of Educational Psychology, 2011Co-Authors: Thamar Voss, Mareike Kunter, Jurgen BaumertAbstract:Teachers' general pedagogical/Psychological Knowledge (PPK) can be defined as the Knowledge needed to create and optimize teaching--learning situations across subjects, including declarative and procedural Knowledge of classroom management, teaching methods, classroom assessment, and student heterogeneity. Although PPK is thought to be an important aspect of teacher quality, it has seen little empirical investigation--largely because no direct and valid measure of PPK has previously been available. Study 1 describes the development of a 39-item measure using multiple-choice items, short-answer items, and video-based items to assess PPK. Experts rated the items to be relevant for teaching and domain general. Study 2 provides further evidence for the measure's validity. Data obtained from 746 German teacher candidates supported the hypothesized nomological network of PPK; the measure was sensitive to differences between groups; and variations in PPK did not overlap to any great extent with variations in discriminant constructs such as general reasoning abilities, personal beliefs, and domain-specific Knowledge. Furthermore, PPK was positively associated with indicators of instructional quality from the students' perspective
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Assessing Teacher Candidates' General Pedagogical/Psychological Knowledge: Test Construction and Validation.
Journal of Educational Psychology, 2011Co-Authors: Thamar Voss, Mareike Kunter, Jurgen BaumertAbstract:Teachers' general pedagogical/Psychological Knowledge (PPK) can be defined as the Knowledge needed to create and optimize teaching--learning situations across subjects, including declarative and procedural Knowledge of classroom management, teaching methods, classroom assessment, and student heterogeneity. Although PPK is thought to be an important aspect of teacher quality, it has seen little empirical investigation--largely because no direct and valid measure of PPK has previously been available. Study 1 describes the development of a 39-item measure using multiple-choice items, short-answer items, and video-based items to assess PPK. Experts rated the items to be relevant for teaching and domain general. Study 2 provides further evidence for the measure's validity. Data obtained from 746 German teacher candidates supported the hypothesized nomological network of PPK; the measure was sensitive to differences between groups; and variations in PPK did not overlap to any great extent with variations in discriminant constructs such as general reasoning abilities, personal beliefs, and domain-specific Knowledge. Furthermore, PPK was positively associated with indicators of instructional quality from the students' perspective
Thamar Voss - One of the best experts on this subject based on the ideXlab platform.
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Teachers’ General Pedagogical/Psychological Knowledge
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers, 2013Co-Authors: Thamar Voss, Mareike KunterAbstract:This chapter focuses on general pedagogical/Psychological Knowledge (PPK) as a constitutive element of teachers’ professional Knowledge. It introduces the conceptualization of PPK used in the COACTIV research program, describes the development of a test directly assessing PPK, and summarizes first findings from a validation study. PPK, as the Knowledge needed to create and optimize teaching–learning situations across subjects, is conceptualized as a multifaceted construct including Knowledge of classroom management, teaching methods, classroom assessment, and student heterogeneity. A 39-item measure using multiple-choice items, short-answer items, and video-based items was developed to assess this domain of teacher Knowledge. Experts rated the items to be relevant for teaching, domain general, and authentic. The measure was then administered to 746 teacher candidates in the context of COACTIV-R. Results provided empirical support for the theoretically derived structure of PPK and showed that the facets of PPK could be assessed with satisfactory reliability, that the measure was sensitive to differences between groups, and that the Knowledge assessed did not overlap to any great extent with discriminant constructs. Furthermore, PPK was positively related to the quality of instruction as perceived by students.
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assessing teacher candidates general pedagogical Psychological Knowledge test construction and validation
Journal of Educational Psychology, 2011Co-Authors: Thamar Voss, Mareike Kunter, Jurgen BaumertAbstract:Teachers' general pedagogical/Psychological Knowledge (PPK) can be defined as the Knowledge needed to create and optimize teaching--learning situations across subjects, including declarative and procedural Knowledge of classroom management, teaching methods, classroom assessment, and student heterogeneity. Although PPK is thought to be an important aspect of teacher quality, it has seen little empirical investigation--largely because no direct and valid measure of PPK has previously been available. Study 1 describes the development of a 39-item measure using multiple-choice items, short-answer items, and video-based items to assess PPK. Experts rated the items to be relevant for teaching and domain general. Study 2 provides further evidence for the measure's validity. Data obtained from 746 German teacher candidates supported the hypothesized nomological network of PPK; the measure was sensitive to differences between groups; and variations in PPK did not overlap to any great extent with variations in discriminant constructs such as general reasoning abilities, personal beliefs, and domain-specific Knowledge. Furthermore, PPK was positively associated with indicators of instructional quality from the students' perspective
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Assessing Teacher Candidates' General Pedagogical/Psychological Knowledge: Test Construction and Validation.
Journal of Educational Psychology, 2011Co-Authors: Thamar Voss, Mareike Kunter, Jurgen BaumertAbstract:Teachers' general pedagogical/Psychological Knowledge (PPK) can be defined as the Knowledge needed to create and optimize teaching--learning situations across subjects, including declarative and procedural Knowledge of classroom management, teaching methods, classroom assessment, and student heterogeneity. Although PPK is thought to be an important aspect of teacher quality, it has seen little empirical investigation--largely because no direct and valid measure of PPK has previously been available. Study 1 describes the development of a 39-item measure using multiple-choice items, short-answer items, and video-based items to assess PPK. Experts rated the items to be relevant for teaching and domain general. Study 2 provides further evidence for the measure's validity. Data obtained from 746 German teacher candidates supported the hypothesized nomological network of PPK; the measure was sensitive to differences between groups; and variations in PPK did not overlap to any great extent with variations in discriminant constructs such as general reasoning abilities, personal beliefs, and domain-specific Knowledge. Furthermore, PPK was positively associated with indicators of instructional quality from the students' perspective
Alexander Renkl - One of the best experts on this subject based on the ideXlab platform.
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Integrated learning: ways of fostering the applicability of teachers' pedagogical and Psychological Knowledge.
Frontiers in psychology, 2015Co-Authors: Nora Harr, Andreas Eichler, Alexander RenklAbstract:In teacher education, general pedagogical and Psychological Knowledge is often taught separately from the teaching subject itself, potentially leading to inert Knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content Knowledge and general pedagogical and Psychological Knowledge with respect to Knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately-taught Knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable pedagogical and Psychological Knowledge and greater simultaneous application of pedagogical and Psychological Knowledge and pedagogical content Knowledge. The advantages of fostering Knowledge integration were not moderated by the student teachers’ prior Knowledge or working memory capacity. A disadvantage of integrating different Knowledge types referred to increased learning times.
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Integrating pedagogical content Knowledge and pedagogical/Psychological Knowledge in mathematics
Frontiers in psychology, 2014Co-Authors: Nora Harr, Andreas Eichler, Alexander RenklAbstract:In teacher education at universities, general pedagogical and Psychological principles are often treated separately from subject matter Knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/Psychological Knowledge (PPK) and pedagogical content Knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/Psychological aspects and an increase in applying both Knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education.
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integrating pedagogical content Knowledge and pedagogical Psychological Knowledge in mathematics
Frontiers in Psychology, 2014Co-Authors: Nora Harr, Andreas Eichler, Alexander RenklAbstract:In teacher education at universities, general pedagogical and Psychological principles are often treated separately from subject matter Knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/Psychological Knowledge (PPK) and pedagogical content Knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/Psychological aspects and an increase in applying both Knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education.
Mareike Kunter - One of the best experts on this subject based on the ideXlab platform.
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Teachers’ General Pedagogical/Psychological Knowledge
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers, 2013Co-Authors: Thamar Voss, Mareike KunterAbstract:This chapter focuses on general pedagogical/Psychological Knowledge (PPK) as a constitutive element of teachers’ professional Knowledge. It introduces the conceptualization of PPK used in the COACTIV research program, describes the development of a test directly assessing PPK, and summarizes first findings from a validation study. PPK, as the Knowledge needed to create and optimize teaching–learning situations across subjects, is conceptualized as a multifaceted construct including Knowledge of classroom management, teaching methods, classroom assessment, and student heterogeneity. A 39-item measure using multiple-choice items, short-answer items, and video-based items was developed to assess this domain of teacher Knowledge. Experts rated the items to be relevant for teaching, domain general, and authentic. The measure was then administered to 746 teacher candidates in the context of COACTIV-R. Results provided empirical support for the theoretically derived structure of PPK and showed that the facets of PPK could be assessed with satisfactory reliability, that the measure was sensitive to differences between groups, and that the Knowledge assessed did not overlap to any great extent with discriminant constructs. Furthermore, PPK was positively related to the quality of instruction as perceived by students.
-
assessing teacher candidates general pedagogical Psychological Knowledge test construction and validation
Journal of Educational Psychology, 2011Co-Authors: Thamar Voss, Mareike Kunter, Jurgen BaumertAbstract:Teachers' general pedagogical/Psychological Knowledge (PPK) can be defined as the Knowledge needed to create and optimize teaching--learning situations across subjects, including declarative and procedural Knowledge of classroom management, teaching methods, classroom assessment, and student heterogeneity. Although PPK is thought to be an important aspect of teacher quality, it has seen little empirical investigation--largely because no direct and valid measure of PPK has previously been available. Study 1 describes the development of a 39-item measure using multiple-choice items, short-answer items, and video-based items to assess PPK. Experts rated the items to be relevant for teaching and domain general. Study 2 provides further evidence for the measure's validity. Data obtained from 746 German teacher candidates supported the hypothesized nomological network of PPK; the measure was sensitive to differences between groups; and variations in PPK did not overlap to any great extent with variations in discriminant constructs such as general reasoning abilities, personal beliefs, and domain-specific Knowledge. Furthermore, PPK was positively associated with indicators of instructional quality from the students' perspective
-
Assessing Teacher Candidates' General Pedagogical/Psychological Knowledge: Test Construction and Validation.
Journal of Educational Psychology, 2011Co-Authors: Thamar Voss, Mareike Kunter, Jurgen BaumertAbstract:Teachers' general pedagogical/Psychological Knowledge (PPK) can be defined as the Knowledge needed to create and optimize teaching--learning situations across subjects, including declarative and procedural Knowledge of classroom management, teaching methods, classroom assessment, and student heterogeneity. Although PPK is thought to be an important aspect of teacher quality, it has seen little empirical investigation--largely because no direct and valid measure of PPK has previously been available. Study 1 describes the development of a 39-item measure using multiple-choice items, short-answer items, and video-based items to assess PPK. Experts rated the items to be relevant for teaching and domain general. Study 2 provides further evidence for the measure's validity. Data obtained from 746 German teacher candidates supported the hypothesized nomological network of PPK; the measure was sensitive to differences between groups; and variations in PPK did not overlap to any great extent with variations in discriminant constructs such as general reasoning abilities, personal beliefs, and domain-specific Knowledge. Furthermore, PPK was positively associated with indicators of instructional quality from the students' perspective
Nora Harr - One of the best experts on this subject based on the ideXlab platform.
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Integrated learning: ways of fostering the applicability of teachers' pedagogical and Psychological Knowledge.
Frontiers in psychology, 2015Co-Authors: Nora Harr, Andreas Eichler, Alexander RenklAbstract:In teacher education, general pedagogical and Psychological Knowledge is often taught separately from the teaching subject itself, potentially leading to inert Knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content Knowledge and general pedagogical and Psychological Knowledge with respect to Knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately-taught Knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable pedagogical and Psychological Knowledge and greater simultaneous application of pedagogical and Psychological Knowledge and pedagogical content Knowledge. The advantages of fostering Knowledge integration were not moderated by the student teachers’ prior Knowledge or working memory capacity. A disadvantage of integrating different Knowledge types referred to increased learning times.
-
Integrating pedagogical content Knowledge and pedagogical/Psychological Knowledge in mathematics
Frontiers in psychology, 2014Co-Authors: Nora Harr, Andreas Eichler, Alexander RenklAbstract:In teacher education at universities, general pedagogical and Psychological principles are often treated separately from subject matter Knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/Psychological Knowledge (PPK) and pedagogical content Knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/Psychological aspects and an increase in applying both Knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education.
-
integrating pedagogical content Knowledge and pedagogical Psychological Knowledge in mathematics
Frontiers in Psychology, 2014Co-Authors: Nora Harr, Andreas Eichler, Alexander RenklAbstract:In teacher education at universities, general pedagogical and Psychological principles are often treated separately from subject matter Knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/Psychological Knowledge (PPK) and pedagogical content Knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/Psychological aspects and an increase in applying both Knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education.
