Discontinued knowledge growth: on the development of teachers’ general pedagogical knowledge at the transition from higher education into teaching practice-Reference-Cited by-同舟云学术

Discontinued knowledge growth: on the development of teachers’ general pedagogical knowledge at the transition from higher education into teaching practice

Published:2024-01-30 Issue: Volume: Page:1-19
ISSN:1354-0602
Container-title:Teachers and Teaching
language:en
Short-container-title:Teachers and Teaching

Author:

König Johannes¹^ORCID,Ligtvoet Rudy¹^ORCID,Klemenz Stefan¹^ORCID,Rothland Martin²^ORCID

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

Link

https://www.tandfonline.com/doi/pdf/10.1080/13540602.2024.2308895

Reference73 articles.

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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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1. How does pre-service teachers’ general pedagogical knowledge develop during university teacher education? Examining the impact of learning opportunities and entry characteristics over five time points using longitudinal models;Journal of Curriculum Studies;2024-05-25

2. The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning;Journal of Curriculum Studies;2024-03-14