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Does School Experience Matter for Future Teachers’ General Pedagogical Knowledge?
other
Author(s):
Johannes König
,
S. Blömeke
Publication date
(Print):
2014
Publisher:
Springer Netherlands
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Chinese Journal of School Health
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Acquisition of cognitive skill.
John R. Anderson
(1982)
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Pursuing a "Sense of Success": New Teachers Explain Their Career Decisions
S. E. Birkeland
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S Johnson
(2003)
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Unacknowledged knowledge growth: A re-examination of the effects of teacher education
Anna Richert
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Pamela L. Grossman
(1988)
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Book Chapter
Publication date (Print):
2014
Pages
: 415-428
DOI:
10.1007/978-94-007-6437-8_19
SO-VID:
f1255a5e-9700-4aa9-919d-039bad699a13
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Book chapters
pp. 3
Framing the Enterprise: Benefits and Challenges of International Studies on Teacher Knowledge and Teacher Beliefs—Modeling Missing Links
pp. 19
Theoretical Framework, Study Design and Main Results of TEDS-M
pp. 49
Learning About and Improving Teacher Preparation for Teaching Mathematics from an International Perspective
pp. 61
Knowledge of Future Primary Teachers for Teaching Mathematics: An International Comparative Study
pp. 91
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
pp. 115
In-depth Analyses of Different Countries’ Responses to MCK Items: A View on the Differences Within and Between East and West
pp. 141
Why Did Taiwan Excel: Hot Topics and Pressing Issues
pp. 163
The Preparation of Primary Mathematics Teachers in Singapore: Programs and Outcomes from the TEDS-M Study
pp. 187
Teacher Education Effectiveness: Quality and Equity of Future Primary and Future Lower Secondary Teachers’ General Pedagogical Knowledge
pp. 209
The Cultural Dimension of Beliefs: An Investigation of Future Primary Teachers’ Epistemological Beliefs Concerning the Nature of Mathematics in 15 Countries
pp. 231
The Cultural Notion of Teacher Education: Future Lower Secondary Teachers’ Beliefs on the Nature of Mathematics, the Learning of Mathematics and Mathematics Achievement
pp. 255
The Cultural Notion of Teacher Education: Comparison of Lower-Secondary Future Teachers’ and Teacher Educators’ Beliefs
pp. 279
An Examination of Future Primary Teachers Attitudes About the Teaching of Mathematics: An International Perspective
pp. 299
Homogeneity or Heterogeneity? Profiles of Opportunities to Learn in Primary Teacher Education and Their Relationship to Cultural Context and Outcomes
pp. 327
Family Background, Entry Selectivity and Opportunities to Learn: What Matters in Primary Teacher Education? An International Comparison of Fifteen Countries
pp. 355
Primary Teacher Preparation in the United States: What We Have Learned
pp. 371
Emphasis and Balance among the Components of Teacher Preparation: The Case of Lower-Secondary Mathematics Teacher Education
pp. 393
Greater Expectations in Lower Secondary Mathematics Teacher Preparation: An Examination of Future Teachers’ Opportunity to Learn Profiles
pp. 415
Does School Experience Matter for Future Teachers’ General Pedagogical Knowledge?
pp. 431
The Conceptualisation of Mathematics Competencies in the International Teacher Education Study TEDS-M
pp. 457
A Conceptualization of Indicators for Mathematics Teacher Education Quality for International Studies
pp. 483
Diagnosing Teacher Knowledge by Applying Multidimensional Item Response Theory and Multiple-Group Models
pp. 503
Are College Rankings an Indicator of Quality Education? Comparing Barron’s and TEDS-M
pp. 517
Learning from the Eastern and the Western Debate—The Case of Mathematics Teacher Education
pp. 541
Assessment of Teacher Knowledge Across Countries: A Review of the State of Research
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