The relevance of general pedagogical knowledge for successful teaching

Ulferts, Hannah

doi:10.1787/ede8feb6-en

Cited by 3 publications

References 94 publications

(174 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

Teaching Here and Now but for the Future: Vocational Teachers’ Perspective on Teaching in Flux

Willermark

2023

Vocations and Learning

View full text Add to dashboard Cite

As working life changes, it places new demands on vocational competence and the use of different digital technologies. It affects vocational teaching, yet digitalization within vocational education constitutes a scarcely researched area. In this study, we explore how vocational teachers relate to teaching in a digitalized society from a socio-material perspective and explore the possibilities as well as the discursive manifestations of contradictions it gives rise to. Data includes semi-structured interviews with ten vocational teachers, representing eight vocational programs in Sweden. Findings show how vocational teachers benefit from digital technology to realize pedagogical strategies and facilitate students’ vocational competence. At the same time, digitalization entails challenges of keeping up with changes in working life and providing students with relevant vocational digital technologies. Contributions include increased knowledge about digitalization in vocational education, and how it entails navigating different contradictions.

show abstract

Teaching Here and Now but for the Future: Vocational Teachers’ Perspective on Teaching in Flux

Willermark

2023

Vocations and Learning

View full text Add to dashboard Cite

show abstract

Rubric for the Quality of Answers to Student Queries about Code

Esche

2024

Proceedings of the 55th ACM Technical Symposium on Computer Science Education v. 1

View full text Add to dashboard Cite

Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science

Voss

2022

Front. Educ.

View full text Add to dashboard Cite

A goal of teacher education is to promote evidence-based teaching. Teacher beliefs are assumed to act as facilitators or barriers to evidence-based thinking and practices. In three sub-studies with a total of N = 346 German student teachers, the extent of student teachers’ beliefs about education science and their consequences and sources were investigated. First, the results of questionnaire data indicated that student teachers held skeptical beliefs about education science: On average, they perceived education science as less complex than their subject disciplines and as less important for successful teaching than their subject didactics. Additionally, they endorsed myths about learning and teaching. Second, the more skeptical the student teachers’ beliefs, the lower their engagement in education science courses within teacher education. Third, hypotheses about potential sources of these skeptical beliefs were experimentally tested as starting points for changing beliefs. The results showed that the “soft” research methods typical of education science and a general tendency to perceive research findings as trivial (hindsight bias) might contribute to this devaluation. Furthermore, students studying the natural sciences and students with little experience with education science held more skeptical beliefs.

show abstract

The relevance of general pedagogical knowledge for successful teaching

Cited by 3 publications

References 94 publications

Teaching Here and Now but for the Future: Vocational Teachers’ Perspective on Teaching in Flux

Teaching Here and Now but for the Future: Vocational Teachers’ Perspective on Teaching in Flux

Rubric for the Quality of Answers to Student Queries about Code

Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science

Contact Info

Product

Resources

About