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Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance

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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.

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Acknowledgments

TEDS-FU was funded by the German Research Foundation (BL 548/8-1). The views expressed in this paper are those of the authors.

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Authors and Affiliations

  1. Centre for Educational Measurement at the University of Oslo (CEMO), Moltke Moes vei 35, 0318, Oslo, Norway

    Sigrid Blömeke

  2. University of Vechta, Vechta, Germany

    Jessica Hoth & Martina Döhrmann

  3. University of Hamburg, Hamburg, Germany

    Andreas Busse & Gabriele Kaiser

  4. University of Cologne, Cologne, Germany

    Johannes König

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  1. Sigrid Blömeke
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Blömeke, S., Hoth, J., Döhrmann, M. et al. Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance. Int J of Sci and Math Educ 13, 287–308 (2015). https://doi.org/10.1007/s10763-015-9619-4

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