Discontinued knowledge growth: on the development of teachers’ general pedagogical knowledge at the transition from higher education into teaching practice
Author:
Affiliation:
1. Empirical School Research, University of Cologne, Cologne, Germany
2. Educational Research, University of Münster, Münster, Germany
Funder
Rhein Energy Foundation Cologne [Rhein Energie Stiftung Köln]
Publisher
Informa UK Limited
Subject
Arts and Humanities (miscellaneous),Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/13540602.2024.2308895
Reference73 articles.
1. Arnold, K.-H., Gröschner, A., & Hascher, T. (Eds.), (2014). Schulpraktika in der Lehrerbildung: Theoretische Grundlagen, Konzeptionen, Prozesse und Effekte. Waxmann. (Pedagogical field experiences in teacher education: Theoretical foundations, programmes, processes, and effects).
2. The Work of Teaching and the Challenge for Teacher Education
3. Describing the Behavior and Documenting the Accomplishments of Expert Teachers
4. Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
5. The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom;Blömeke S.;Educational Studies in Mathematics,2021
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