dc.date.accessioned | 2016-06-17T11:24:37Z | |
dc.date.available | 2016-06-17T11:24:37Z | |
dc.date.created | 2015-09-22T14:33:19Z | |
dc.date.issued | 2015 | |
dc.identifier.citation | Blömeke, Sigrid Hoth, Jessica Döhrmann, Martina Busse, Andreas Kaiser, Gabriele König, Johannes . Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance. International Journal of Science and Mathematics Education. 2015, 13(2), 287-308 | |
dc.identifier.uri | http://hdl.handle.net/10852/50499 | |
dc.description.abstract | Beginning primary teachers’ knowledge and beliefs were assessed at the end of teacher education and 4 years later. In addition, they reported about their school context and job satisfaction and took a video-based assessment on their perception, interpretation, and decision-making skills. Research questions were (1) whether we have to deal with a “reality shock” in that beginning teachers’ beliefs change to more traditional ones or whether their knowledge decreases, (2) whether the school context in terms of appraisal and a climate of trust influences the knowledge and belief development, and (3) to what extent the beginning teachers’ knowledge and beliefs predict their perception, interpretation, and decision-making skills. Data from 231 German primary teachers in their third year in the profession neither revealed changes of beliefs towards traditional ones nor a substantial loss in knowledge. In contrast, general pedagogical knowledge (GPK) grew significantly and beliefs on the nature of mathematics were more dynamic 3 years after teacher education. Thus, drawbacks are a rare phenomenon in our sample. Those teachers who had perceived a stronger climate of trust revealed higher content knowledge, pedagogical content knowledge and GPK as well as more dynamic beliefs. These teachers also revealed significantly stronger performance-related skills.
The final publication is available at Springer via http://dx.doi.org/10.1007/s10763-015-9619-4 | |
dc.language | EN | |
dc.publisher | Springer Netherlands | |
dc.title | Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance | |
dc.type | Journal article | |
dc.creator.author | Blömeke, Sigrid | |
dc.creator.author | Hoth, Jessica | |
dc.creator.author | Döhrmann, Martina | |
dc.creator.author | Busse, Andreas | |
dc.creator.author | Kaiser, Gabriele | |
dc.creator.author | König, Johannes | |
cristin.unitcode | 185,18,7,0 | |
cristin.unitname | Centre for Educational Measurement | |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.qualitycode | 1 | |
dc.identifier.cristin | 1266500 | |
dc.identifier.bibliographiccitation | info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=International Journal of Science and Mathematics Education&rft.volume=13&rft.spage=287&rft.date=2015 | |
dc.identifier.jtitle | International Journal of Science and Mathematics Education | |
dc.identifier.volume | 13 | |
dc.identifier.issue | 2 | |
dc.identifier.startpage | 287 | |
dc.identifier.endpage | 308 | |
dc.identifier.doi | http://dx.doi.org/10.1007/s10763-015-9619-4 | |
dc.identifier.urn | URN:NBN:no-54098 | |
dc.type.document | Tidsskriftartikkel | |
dc.type.peerreviewed | Peer reviewed | |
dc.source.issn | 1571-0068 | |
dc.identifier.fulltext | Fulltext https://www.duo.uio.no/bitstream/handle/10852/50499/5/author-version-10763_2015_9619.pdf | |
dc.type.version | AcceptedVersion | |