Knowledge and beliefs of politics teachers at German Gymnasien: findings of a study
| Titel: | Knowledge and beliefs of politics teachers at German Gymnasien: findings of a study |
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| Verfasser: | ; ; |
| Veröffentlicht: | Mannheim : SSOAR, 2017 |
| Umfang: | Online-Ressource |
| Format: | E-Book |
| Sprache: | Englisch |
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Hinweise zum Inhalt
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Veröffentlichungsversion
begutachtet (peer reviewed) In: Citizenship Teaching & Learning ; 12 (2017) 3 ; 257-278 |
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| Zusammenfassung: |
Abstract: Political didactics is a field that has long resisted examination of teaching efficacy. Of particular importance are questions concerning what teaching personnel know and where their content-based expert knowledge comes from, what is to be taught and how teachers deal with problems in understanding content. Teachers’ professional knowledge can be divided into ‘content knowledge’ (CK), ‘pedagogical content knowledge’ (PCK) and pedagogical knowledge. Beliefs regarding teaching and learning processes, pupils have active or passive, receptive or constructive roles ascribed to them. These roles are generally distinguished as the basic positions of constructivist and transmission-based concepts of teaching and learning. This study collected the results for German gymnasium teachers (N=196). 38.6 per cent of respondents were female, on average the age of respondents stands at 43.5 years old (SD=11.4). The assumptions about the structure of subject-specific professional knowledge are check |
