We investigate whether differences in professional vision (PV, both in noticing and reasoning) can be found between prospective teachers using a knowledge test as an economic, performance-based ...expertise indicator. Furthermore, we examine whether novices can be supported in their PV through a specific compared to a general task instruction, activating knowledge schemata promoting top-down processes. An online-based study with N = 85 prospective teachers using video vignettes reveals that PVs' accuracy and velocity depends on knowledge. The specific task instruction does not contribute to more effective PV. Results emphasize the relevance of knowledge transfer during university education for prospective teachers.
•Effective professional vision depends on the prospective teacher's level of knowledge.•Greater knowledge leads to more accurate and faster detection of events (noticing).•Knowledge does not affect the depth of analysis of relevant events (reasoning).•Task instructional variation has no effect on prospective teachers' professional vision.•Further research with process-based methods is necessary.
Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and ...communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students' reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here.
Identifying the nature of the expertise needed to teach a subject matter is instrumental in preparing the teaching workforce. Scholars have stressed the subject-specific nature of such expertise and ...theorized that to teach a given subject matter, teachers need distinct manifestations of content-specific knowledge and skills. Yet empirical studies supporting the distinguishability of these constructs have been mixed. This study aims to add to the field by showing how different conceptualizations of teachers' content knowledge may have affected the dimensionality of these constructs in prior studies. It also builds further understanding of whether content specific noticing is a separate construct from content and pedagogical content knowledge for elementary school mathematics teachers. Data was collected from 290 teachers from 48 states in the United States and our findings indicate that teachers' content-specific expertise for teaching mathematics is multidimensional. The findings suggest that content knowledge (with two distinct components), pedagogical content knowledge, and content-specific noticing skills are separate components of teachers’ expertise for teaching mathematics. Furthermore, our findings underscore the influence that the conceptualization of content knowledge has on the empirical results for the dimensionality of the construct.
•Prior research on the dimensionality of math knowledge for teaching has shown mixed outcomes for elementary school teachers.•How content knowledge is conceptualized affects the dimensionality of mathematical knowledge for teaching.•Content-specific noticing, pedagogical content knowledge, mathreasoning, and active math knowledge are distinct components of mathteaching expertise.
Teacher beliefs and technology integration Kim, ChanMin; Kim, Min Kyu; Lee, Chiajung ...
Teaching and teacher education,
January 2013, 2013-01-00, 2013-1-00, 20130101, Volume:
29
Journal Article
Peer reviewed
The purpose of this exploratory mixed methods study was to investigate how teacher beliefs were related to technology integration practices. We were interested in how and to what extent teachers' (a) ...beliefs about the nature of knowledge and learning, (b) beliefs about effective ways of teaching, and (c) technology integration practices were related to each other. The participants were twenty two teachers who have participated in a four-year professional development project funded by the U.S. Department of Education. Specific relations between teachers' beliefs and technology integration practices are presented. The implications for professional development and suggestions for teacher belief change and technology integration are discussed.
► Teacher beliefs (i.e., epistemology and conceptions of teaching) were examined. ► The goal was to understand why technology is integrated differently among teachers. ► Such beliefs were related to teachers' technology integration practice. ► Teacher beliefs need be considered in order to facilitate technology integration. ► Several suggestions for positive changes in teachers' beliefs are provided.
In this paper, we explore the impact of international collaboration on innovation in technological and professional knowledge-intensive business services. We propose that the benefits of ...international collaboration differ depending on the activity sector and the location of the foreign partner. Specifically, we argue that the nature of knowledge and innovation processes in professional and technological knowledge-intensive business services may explain different effects of international collaboration on innovation performance. Our empirical analysis is based on a large sample of knowledge-intensive business services for the period 2004-2007. We specify two bivariate probit models to test our hypotheses. The results confirm the hypotheses and show that proximity to international partners is more important for professional knowledge-intensive services, while diversity in international collaboration is more important for technological knowledge-intensive services.
In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of ...influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28-42). London: Routledge Press, highlighting the complexity of measuring teacher professional knowledge and skill.
Against an international policy backdrop that increasingly favours practicum over theoretical learning in initial teacher education (ITE), this paper reports on a mixed-methods study which ...investigated student teachers' views about the university's research contribution to professional knowledge development. In particular, it explored whether students following university-led and school-based ITE courses in England held divergent views, the relative influence of contextual and person-specific factors, and the curriculum's capacity to promote research relevance. The findings revealed the strong influence of personal epistemologies and epistemic emotions, highlighting the importance of consideration to social and educational psychology in ITE curriculum development.
•Personal epistemologies strongly influence student teachers' views about the relevance of educational research.•There is a likely relationship between personal epistemology and ITE course type chosen by students.•When engaging with research, student teachers experience epistemic emotions that also impact views.•Teacher educators should consider social and educational psychology in curriculum development.
Which autocratic elites are more likely to be punished after being removed from office? Purges are an important tool of autocratic survival, helping dictators to eliminate potential rivals. However, ...expulsion is not always the end for victims, as some also suffer detention or execution.
Although we have compelling theories on why certain elites are purged, we still lack strong understanding of why punishments may differ. Using individual-level data on autocratic elites from communist Eastern Europe between 1917???1991, I find evidence that military and internal security elites
are more likely to be detained than civilians, owing to the higher coup risk they pose. Internal security elites are also more likely to be executed than other elites, due to long-term threats of their professional knowledge.
This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called ...teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson planning: When planning lessons, teachers use their TSPK to create lesson plans. The implementation of these lesson plans and teachers' reflection upon them lead to their improvement. Gradually, successful lesson plans are mentally stored as teaching scripts and can easily be retrieved during instruction. This process is affected by teacher's beliefs, motivation and self-regulation. In order to examine the influence of TSPK on teaching scripts as well as the moderating effects of beliefs, motivation and self-regulation, we conducted a cross-sectional study with n = 49 in-service teachers in physics. The TSPK, beliefs, motivation, self-regulation and the quality of teaching scripts of in-service teachers were assessed by using an online questionnaire adapted to teaching the force concept and Newton's law for 9th grade instruction. Based on the measurement of the quality of teaching scripts, the results provide evidence that TSPK influences the quality of teaching scripts. Motivation and self-regulation moderate this influence.
