NDLI: Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME)

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Teacher professional knowledge and classroom management: on the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME)

Content Provider	Springer Nature Link
Author	König, Johannes Kramer, Charlotte
Copyright Year	2015
Abstract	Due to the need for measurement instruments that allow an investigation of teachers’ situational cognition and thus go beyond the limited scope of classical paper-and-pencil-tests, we ask how a specific video-based measurement of teachers’ classroom management expertise can provide additional information when compared with an established paper-and-pencil-test that broadly covers mathematics teachers’ general pedagogical knowledge. For this, we apply the general pedagogical knowledge test previously developed in the Teacher Education and Development Study—Mathematics (TEDS-M) comprising knowledge of structuring lessons (‘structure’); motivating students and managing the classroom (‘motivation/classroom management’); dealing with heterogeneous learning groups (‘adaptivity’); and assessing students (‘assessment’). Using test data of 188 novice teachers, advanced beginners, and expert teachers, we raise questions regarding the two tests’ (1) structural relations, (2) expert-novice differences, and (3) predictive validity. Findings: (1a) classroom management expertise can be empirically separated from general pedagogical knowledge, although the two constructs are positively inter-correlated (medium effect size), (1b) classroom management expertise is more highly correlated with pedagogical knowledge of classroom management than with pedagogical knowledge of ‘adaptivity’, ‘structure’, and ‘assessment’, (1c) classroom management expertise is more highly correlated with procedural pedagogical knowledge (cognitive demand ‘generate’) than with declarative pedagogical knowledge (cognitive demands ‘recall’ and ‘understand/analyze’), (2) novice teachers as well as advanced beginners are outperformed by expert teachers, and (3) classroom management expertise, compared with general pedagogical knowledge, is a stronger predictor for instructional quality aspects of classroom management as rated by students.
Starting Page	139
Ending Page	151
Page Count	13
File Format	PDF
ISSN	18639690
Journal	ZDM
Volume Number	48
Issue Number	1-2
e-ISSN	18639704
Language	English
Publisher	Springer Berlin Heidelberg
Publisher Date	2015-06-27
Publisher Place	Berlin, Heidelberg
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Classroom management General pedagogical knowledge Teacher expertise Video clips Test Assessment Instructional quality Mathematics Education Mathematics
Content Type	Text
Resource Type	Article
Subject	Education Mathematics

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