The teaching profession and its knowledge base

German pre-service teacher education aims to foster the concurrent formation of content knowledge, pedagogical knowledge, and pedagogical content knowledge. Accordingly, the coordination, sequencing, and prioritization of learning opportunities for the three areas of professional knowledge represent vital issues of the organization of teacher education at German universities. In this context, reanalyzing selected data of a previous experiment, we examined effects of instruction on pedagogical content knowledge about fractions in sixth-grade mathematics on the formation of corresponding content knowledge and generic pedagogical knowledge. Totaling 59 pre-service elementary school teachers, three groups had received seven hours of intervention on either content knowledge, pedagogical knowledge, or pedagogical content knowledge. Analyses of video recordings, ratings of treatment quality, and tests of professional knowledge revealed strong internal validity of the data. We found small effects of instruction on pedagogical content knowledge on the formation of both content knowledge and pedagogical knowledge. However, contrary to our expectations, effects on pedagogical knowledge were more consistent and statistically robust than effects on content knowledge. For the development of pedagogical knowledge in teacher education, this finding highlights the potential of parallel or integrated coursework, in which pre-service teachers use specific instructional strategies and student conceptions as examples to derive generic principles of teaching and learning.

In the context of the impact teachers have on students’ learning (teachers matter), there is an increasing interest in teachers’ competences, which are seen as an amalgam of professional knowledge, beliefs, motivational orientation, and self-regulation. Following Shulman, professional knowledge in turn comprises content knowledge, pedagogical knowledge and pedagogical content knowledge. In line with these categories of professional teacher knowledge, we define the ability to identify students’ errors and the knowledge about typical, domain-specific students’ errors as content knowledge (CK), whereas the ability to tailor learning opportunities (errors can be used as learning opportunities), to give adequate feedback and to foster learning from errors is seen as a facet of pedagogical content knowledge (PCK). Both facets are essential if teachers want to support student learning from errors. In this chapter we define central competence facets and present the state of research on teacher competence, teacher professional competence in general and professional error competence in particular. Furthermore, we describe the German system of vocational education and teacher education and give reasons why our research is situated in the domain of accounting. These general explanations are intended to serve as a basis for all following chapters.

<i>Rejoinder</i> : Misunderstanding the Problem of Out-of-Field Teaching

Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.

ABSTRACTThis paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies.

ABSTRACT&#x0D; Based on the facts, almost in junior high school professional competence has not been satisfactory, especially social studies teachers, ironically the attitude of students' self-concept is lower in teaching and learning activities. This fact is determined by many factors, internal factors include lack of interest, weak motivation, weak level of intellectual intelligence, while external factors are teachers influencing student learning outcomes in schools. The weak self-concept of students in the classroom is closely related to the weak professional competence of teachers and the work ethic of teachers. one _ part of the teacher's internal factors which implicitly determine the success of students in growing students' self-concepts, especially in social studies subjects, professional competence and teacher work ethic. Professional teachers are teachers who are able to carry out their duties competently, both conceptually and applicable and have the ability to carry out teacher duties. Research was conducted in private MTs in Rupit District, North Musirawas Regency. The purpose of the study was to determine the effect of teacher professional competence and teacher work ethic on the self-concept of private MTs students in Rupit District, North Musirawas Regency, either simultaneously or partially. The sample in this study were private MTs students in Rupit District as many as 90 students. The results obtained are: The partial test (t test) which was carried out proved the professional competence of teachers and the work ethic of the teacher partially significant effect on the self-concept of private MTs students in Rupit District t count &gt; t table and also significant at 0.001 &lt; 0.05. This means that the variable of professional competence has an effect on students' self-concept. The teacher's work ethic on students' self-concept in private MTs in Rupit District. Where t count &gt; t table and also significant at 0.001 &lt; 0.05. This means that the teacher's work ethic variable has an effect on students' self-concept. Teacher professional competence and teacher work ethic simultaneously significantly influence the self-concept of private MTs students in Rupit District where F count &gt; F table and sig of 0.001 &lt; 0.05. This means that the variables of teacher professional competence and teacher work ethic have an effect on students' self-concept.&#x0D; Keywords : Teacher Professional Competence, Teacher Work Ethic , Student Self Concept

The government's action to improve the quality of education is carried out by initiating an independent learning curriculum. The 21st century skills are skills related to critical thinking, creative thinking, innovation, problem solving, communicative and collaborative. These abilities can be trained and developed in teaching and learning activities at school. To train and develop these abilities, a big role is needed from educators. Educators should master four competencies which include professional, personality, pedagogical and social competencies. The framework that can facilitate the four competencies, especially pedagogical and professional competencies, is Technological, Pedagogical and Content Knowledge (TPACK). Mastery of TPACK is very important to be owned by educators and prospective educators, including pre-service teacher professional education students of the UNESA PGSD Study Program, who are prospective elementary school teachers. The aim to be achieved in this study is to describe the Technological, pedagogical and content knowledge (TPACK) abilities of pre-service teacher professional education students of PGSD Study Program in the Perspective of Mastery of 21st Century Skills. The urgency of this research is as a reference for developing a professional elementary school teacher candidate program. This research is descriptive which is exploratory in nature to explore the TPACK knowledge of pre-service teacher professional education students who are prospective elementary school teachers. Data collection techniques were carried out using test and FGD methods. The data analysis technique uses the Miles and Huberman model. which includes data collection, data condensation, data presentation and conclusion drawing. Triangulation of data using triangulation of sources and techniques

This qualitative reconstructive study aimed to explore teacher general pedagogical knowledge and professional well-being. The informants were a convenience sample of 18 teachers from Austrian primary schools (n = 5), lower secondary schools (n = 7), and upper secondary schools (n = 6). Demographically, the sample included: female= 10, male= 8; mean years of service = 15.8 years, SD = 12.2 years. We interviewed the teachers on their general pedagogical practices knowledge (supportive, personal, interactive, and structural), and their sense of professional well-being. Inductive thematic analysis findings indicated the teachers to value pedagogical knowledge on supporting student learning intuitively, and engagement with students and the learning process. The teachers also prioritised personal-interactive pedagogical knowledge about communicating effectively and relationships with students, parents, and fellow teachers. The teachers perceived their structural knowledge in accomplishment of education technology and their general pedagogical knowledge competencies to provide for sustainable emotional well-being and work role meaning. We conclude from these findings what teacher pedagogical knowledge is important for accomplishing both quality education and professional well-being of teachers.

Objectives This study examined the educational policy research based on the theory of new institutionalism and analyzed the trend of educational policy research applying the new institutionalism perspective from 2013 to 2021 to provide the direction of future educational policy research. Methods For this purpose, 58 studies using the new institutionalism perspective were selected as the subjects of analysis through three stages of literature research method and the trends were analyzed by opening related research materials. In the first stage, the analysis criteria were selected by examining the preceding studies related to the trend of education policy research applying new institutionalism. In the second stage, the related papers were investigated with the keywords ‘new institutionalism’ and ‘education’, and then the educational policy research materials were classified according to the analysis criteria. In the third stage, each research was analyzed according to the analysis area and standards. Results As a result of the study, educational policy research applying the theory and concept of new institutionalism has been actively conducted so far, and there have been many studies using integrated analysis frameworks emphasizing interest in institutional change and the role of actors. In terms of research topics, 58 papers from 2013 to 2021 were conducted evenly in the whole of educational policy studies based on new institutionalism. In terms of research methods, educational policy research has been conducted mainly on literature research, and qualitative research has gradually increased since 2013, but the proportion of quantitative research and mixed research has been relatively low. Conclusions The new institutionalism theory can be a useful approach to analyze educational policy, and it can increase the explanation power of the theory if it is applied to the education policy research after highlighting the issues of the analysis theory by grasping the issues and limitations of the theory.

In 2000, the JTPE monograph described an evaluation system for a physical education teacher education (PETE) program (Metzler & Tjeerdsma, 2000). In that monograph, faculty members from Georgia State University (GSU) and other institutions described how various components of the GSU PETE program were assessed to determine the impact of programmatic decisions and changes on the quality of teacher candidates. The database generated for those assessments allowed program faculty members to make informed decisions about shortand long-term changes to the program. In that monograph, Mitchell (2000) reviewed program coherence using the 14 indicators from Howey and Zimpher’s (1989) framework. Program coherence means that graduates of the program are getting a consistent message, regardless of who is teaching the class. In addition, a program that demonstrates good coherence identifies reasonable goals that are clearly articulated, has a plan for systematic evaluation, and has direct linkage between research and the development of teacher education. Indicator 5 from Howey and Zimpher’s model reads as follows: “Themes run throughout the curriculum, like threads, in which key concepts, like buttons, are tied together throughout a variety of courses, practica, and school experiences” (Mitchell, 2000, p. 531). In his findings, Mitchell noted that one of the most prominent themes in the PETE program at GSU was the use of different instructional models. In 2004 a decision was made to integrate model-based instruction (MBI) throughout the PETE program as the basis of pedagogical content knowledge and to require PETE candidates to use instructional models (IMs) whenever they participated in field-based teaching experiences. Pedagogical content knowledge blends the knowledge of subject matter, pedagogical knowledge, and knowledge of how pupils learn subject matter (Shulman, 1986). Models-based instruction provides teachers with a variety of IMs that can be used for instruction. The selection of the actual model used is done by considering several aspects of the instructional context along with the instructional goals for pupil learning. Although the

Introduction. The professional culture and competence of future military doctor encompasses professional, general-cultural, ethical values and is of great practical importance.Purpose. To analyze the scientific sources and publications of NATO and Western European scientists on the formation of the professional culture and competencies of future military doctors at NATO medical universities. The article reveals which areas of the professional culture of NATO military doctors are common and what are the differences.Research methods. Methods of theoretical, empirical analysis scientific literature, publications, comparison, classification, generalization and systematization of the material were used to solve the problems of the research.Results. The article covers aspects of the training of future military doctors at NATO and Northern European institutions of higher education. The example of the USA, Great Britain, Germany and Nordic countries shows the scientific experience and experience of forming the professional culture and competence of doctors. The pedagogical features of the process of educational and training of future military doctors are highlighted, with emphasis on the criteria of improving their professional competence and culture. The results of recent scientific studies of the North Atlantic countries in the field of the study of the professional culture and ethics of physicians in the course of their education and medical practice have been shown quite deeply.Scientific novelty and practical significance of research results. An attempt was made to show and analyze the amount of scientific work in NATO Western Europe on the formation of professional culture and ethics of the military doctor, his professional competence in the face of today`s global challenges related to the increasing military threats, increasing migration processes. The novelty of the study is the display analytical material based on the results and conclusions of studies on professional culture and competence, especially in countries such as United States and North European countries.It summarizes the similarity of experience, methodologies and approaches acquired in NATO`s medical universities in ethical education, professional competence, and highlights the existing differences. The author emphasizes the need to constantly study the experience of the countries the North Atlantic Alliance in matters of competence formation and professional culture of military doctors, taking into account the course of Ukraine on joining NATO. What is also important is that the process of reforming the military-medical service of the Armed Forces of Ukraine is continuing, and the work on achieving the goals of NATO partnerships and standards is increasing, which requires comprehensive scientific justification and recommendations in solving the set tasks.Conclusions and prospects for future research. Scientific research at NATO and Western Europe show that the growth of the professional culture and competence of future military doctors greatly improves the quality of provided medical care in the countries where doctors are trained, and enables them to perform peacefully peacekeeping missions.The experience of NATO countries in the training of military doctors is of practical importance for Ukraine, in view of the continuation of Russian – Ukrainian war in the eastern Ukraine, which required not only a sufficient number of highly qualified military doctors, but also the acquisition of appropriate professional competence and professional culture. Continuation of research on the enhancement of the professional culture and competence of military physicians is time consuming.Conclusions on the results of future research on the formation of professional culture in the processes of training future military doctors for the Armed Forces of Ukraine are of practical importance for the optimization of the educational process, the use in the daily work of doctors in part and medical institution of the Armed Forces and other security forces of Ukraine.

国内の教育政策研究動向(内外の教育政策研究動向2013,V 内外の教育政策・研究動向)

Trends in Education Policy Research in England(Trends in Education Policy Research in 2007,V Education Policy Trends and Research Trends within and outside Japan)

国内の教育政策研究動向(内外の教育政策研究動向2004,V 内外の教育政策・研究動向)

韓国における教育政策と研究の動向(内外の教育政策研究動向2008,V 内外の教育政策・研究動向)