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

  • Sigrid BlömekeEmail author
  • Jessica Hoth
  • Martina Döhrmann
  • Andreas Busse
  • Gabriele Kaiser
  • Johannes König
Article

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.

Keywords

Beginning teachers Content knowledge Induction Latent class analysis Longitudinal study Noticing Teacher beliefs Teacher knowledge Teacher performance Video-based assessment 

Notes

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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Copyright information

© Ministry of Science and Technology, Taiwan 2015

Authors and Affiliations

  • Sigrid Blömeke
    • 1
    Email author
  • Jessica Hoth
    • 2
  • Martina Döhrmann
    • 2
  • Andreas Busse
    • 3
  • Gabriele Kaiser
    • 3
  • Johannes König
    • 4
  1. 1.Centre for Educational Measurement at the University of Oslo (CEMO)OsloNorway
  2. 2.University of VechtaVechtaGermany
  3. 3.University of HamburgHamburgGermany
  4. 4.University of CologneCologneGermany

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