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  • Williem Assignment 1 1 Literary Review June4

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    The document summarizes a research article that assessed the general pedagogical knowledge of future teachers from the US and Germany. It found there were three types of future teachers - those with little teaching experience and more observation, those with significant teaching but little mentor guidance, and those with a balanced approach of both teaching and mentorship. Those with a balanced approach performed best. The summary concludes classroom experience is important for developing pedagogical skills, in addition to theoretical training and observations.

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    The document summarizes a research article that assessed the general pedagogical knowledge of future teachers from the US and Germany. It found there were three types of future teachers - those with little teaching experience and more observation, those with significant teaching but little mentor guidance, and those with a balanced approach of both teaching and mentorship. Those with a balanced approach performed best. The summary concludes classroom experience is important for developing pedagogical skills, in addition to theoretical training and observations.

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    33 Ansichten5 Seiten

    Williem Assignment 1 1 Literary Review June4

    Hochgeladen von

    api-320641344
    The document summarizes a research article that assessed the general pedagogical knowledge of future teachers from the US and Germany. It found there were three types of future teachers - those with little teaching experience and more observation, those with significant teaching but little mentor guidance, and those with a balanced approach of both teaching and mentorship. Those with a balanced approach performed best. The summary concludes classroom experience is important for developing pedagogical skills, in addition to theoretical training and observations.

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    Runninghead:LITERARYANALYSIS

    LITERARYANALYSIS

    ElijahWilliem

    NationalUniversity

    InpartialfulfillmentfortherequirementsforTED690

    ProfessorJohnson

    June4,2016

    LITERARYREVIEW

    ABSTRACT

    ThefollowingpaperisaliteraryreviewofthearticleFutureTeachersGeneralPedagogical
    KnowledgeFromaComparativePerspective:DoesSchoolExperienceMatter?Inthearticle,
    researchesusefutureteachersfromboththeUSandGermanyandgivesthemanassessmenton
    GeneralPedagogicalKnowledge.Theresultsoftheassessmentshowthattherearethree
    differenttypesoffutureteachers,eachwithvaryingpedagogicalknowledge.Inthispaper,the
    assessmentcriteriaanddatawillbediscussedandtheauthorwilladdhisownpersonal
    experiencestosupplementtheassessmentsfindings.

    LITERARYREVIEW

    ThearticlethatIhavereviewedistitledFutureteachersgeneralpedagogical
    knowledge fromacomparativeperspective:doesschoolexperiencematter?publishedbythe
    ZDMMathematicsEducation
    in2012.Inthisarticletheresearchersdescribedesigningatestfor
    newteacherstoassesstheeffectivenessofteachertrainingprograms.Thefutureteachersare
    assessedusingquestionsthatwillhavethemusetheskillsofrecalling,
    understanding/analyzing,andgenerating(pg.344).IchosethisarticlebecauseIjustfinished
    mymultisubjectcredentialprogramandIfoundmyselfcuriousabouttheresearchlinking
    practicalexperienceintheclassroomtolargerpedagogicalknowledge.Doesthefutureteacher
    gainenoughgeneralpedagogicalknowledge(GPK)fromtheoryclassesandobservationorfrom
    thepracticeofteachinginaclassroomundertheguidanceofamentor?Thisstudyand
    assessmentbuildsoffpriorassessmentslikeQAIT,anacronymstandingforQualityof
    Instruction,Appropriatelevelsofinstruction,Incentives,andTime(pg.343).Byaddingnew
    criteriasuchasamountoftimespentteachingwithamasterteacherpresent,theresearcherswere
    abletoshowhowsegmentedgroupsofteachersintheUnitedStatesandGermanyfaired.
    Throughthisarticle,theresearchersdescribethedifferencesbetweentheteachertraining
    programsinUSandGermany.Theywereabletofindsimilaritiesbetweencertainsegmentsof
    futureteachers.Theresearcherswereabletodiscernadvantagesofhavingabalanceofteaching
    andobservationtime.TheresearcherslookedatmetricssuchasOTL(OpportunitiestoLearn)
    whenstudentteachingintheclassroom,andtheGPK(GeneralPedagogicalKnowledge).The

    LITERARYREVIEW

    studyusedafewdifferentcriteriawithremarkableresults.Onegroupwascomprisedofstudent
    teachersthathadsmallamountsoftimeteachinginsteadreliantonamasterteacherteaching
    (Starting),studentteacherswithampleteachingtimeandamostlyabsentmentorteacher
    (Autonomous)andstudentteacherswithabalanceofteachingwithamasterteacherpresent
    (Balanced).Notsurprisingly,thebalancedgroupperformedthebestontheassessmentthat
    askedhypotheticalclassroomsituationalquestions.Thismakessensebecauseastarting
    candidateisregulatedtomoreofanobserver,andanautonomouscandidatehaslittlechance
    forfeedbackormentorteachermodeling.Theautonomouscandidatemaynotbeawareofwhat
    isorisnotworking.ABalancedcandidatehastheabilitytoteach,butalsohastimeswherea
    mentorisavailabletomodeleffectiveteachingandofferguidance.InmystudentteachingI
    experiencedthebalancedcategorywithaMasterTeacherwhowaswillingtoletmeexplore.
    Thisarticleshineslightontheimportanceofopportunitiestolearninanactiveclassroom.While
    muchofpedagogicalknowledgecanbeexplainedintheory,thisreportshowsthatexperiencein
    theclassroomisanecessity.Thisreportopensupthediscussiontowhetherthereshouldbemore
    handsonclassroomtraininginadditiontothetheoryclassesandobservations.Astheresearchers
    hypothesizeaboutthequalityofteachingprograms,OTLis,aneffectivecomponentofteacher
    education(pg.341).

    LITERARYREVIEW

    REFERENCE

    Kong,J.,Bloke,S.(2012).FutureTeachersGeneralPedagogicalKnowledgeFroma
    ComparativePerspective:DoesSchoolExperienceMatter?
    ZDMMathematics
    Education,
    44,pg.341354.

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