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Direct linkJonas Weyers; Rudy Ligtvoet; Johannes König – Journal of Curriculum Studies, 2024
General pedagogical knowledge (GPK) is regarded as a central component of the competence that teachers acquire during university teacher education. However, existing research on GPK typically uses only one or two measurement points to assess development and identify influencing factors. The present study draws on an annual survey of pre-service…
Descriptors: Preschool Teachers, Pedagogical Content Knowledge, Preservice Teacher Education, Growth Models
Lin, Shuqiong; Luo, Wen; Tong, Fuhui; Irby, Beverly J.; Alecio, Rafael Lara; Rodriguez, Linda; Chapa, Selena – Cogent Education, 2020
Student learning objectives (SLOs) have become an increasingly popular tool for teacher evaluations as an alternative to Value-added Models (VAMs). However, the use of SLOs faces two major challenges. First, the target setting is mostly subjective and arbitrary. Second, there is little evidence on the reliability and validity of the tool. In this…
Descriptors: Student Educational Objectives, Teacher Evaluation, Data Use, Academic Achievement
Download full textOttley, Jennifer R.; Piasta, Shayne B.; Mauck, Susan A.; O'Connell, Ann; Weber-Mayrer, Melissa; Justice, Laura M. – Grantee Submission, 2015
Professional development (PD) can enhance educators' knowledge and beliefs, but research has yet to determine the nature and extent of such change. This study examined the patterns and predictors of change in knowledge and beliefs for early childhood educators participating in state-implemented PD. Results from a longitudinal piecewise growth…
Descriptors: Early Childhood Education, Preschool Teachers, Teacher Characteristics, Beliefs
