Search results for: Richter Dirk
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Teachers’ Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education
This article aims at investigating the impact of structural differences in teacher education on teachers’ CK and PCK. Therefore, the authors conducted a cross-sectional comparison with German pre- and inservice mathematics teachers at different points in their teaching careers. The findings showed that the CK of the teacher groups considered here differed significantly. As expected, the largest differences in CK and PCK were found between the beginning and the end of initial teacher education. Differences in the structures of teacher education were reasonably well reflected in participants’ CK and PCK.
Updated: Jan. 21, 2016
How Different Mentoring Approaches Affect Beginning Teachers’ Development in the First Years of Practice
The purpose of this study is to examine whether quality and frequency of mentoring predict beginning teachers’ development of professional competence and well-being in the first two years of their career. Findings indicate that the quality of mentoring rather than its frequency explains a successful career start. Additionally, beginning teachers who experience constructivist mentoring show higher levels of efficacy, teaching enthusiasm, and job satisfaction. Constructivist mentoring also reduces emotional exhaustion after one year of training compared to teachers without constructivist mentoring.
Updated: Mar. 02, 2015
Professional Development across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities
The goal of this study was to investigate teachers’ uptake of different learning opportunities from the beginning to the end of the teaching career. The authors focused on in-service training as an example of formal learning opportunities and on teacher collaboration and the use of professional literature as two examples of informal learning opportunities. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career.
Updated: Nov. 04, 2011