Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education

Autor/inn/en	König, Johannes; Lammerding, Sandra; Nold, Günter; Rohde, Andreas; Strauß, Sarah; Tachtsoglou, Sarantis
Titel	Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education
Quelle	In: Journal of Teacher Education, 67 (2016) 4, S.320-337 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487116644956
Schlagwörter	Knowledge Base for Teaching; English (Second Language); Second Language Learning; Second Language Instruction; Standardized Tests; Pedagogical Content Knowledge; Teacher Education; Language Teachers; Preservice Teachers; Teaching Methods; Masters Programs; Graduate Students; Scores; Foreign Countries; Test Reliability; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Standadised tests; Standardisierter Test; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Testreliabilität; Statistische Analyse; Deutschland
Abstract	Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK) of preservice teachers for TEFL in Germany from different programs and stages during initial teacher education (during their master's studies at university and at the end of their induction phase). Structural analysis provides evidence that teacher knowledge with respect to TEFL is a multidimensional construct and PCK is closely related to both CK and GPK. Test scores vary across preservice teachers from different programs and stages, which adequately reflects differences in the learning opportunities they had during teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01