Discontinued knowledge growth: on the development of teachers’ general pedagogical knowledge at the transition from higher education into teaching practice

IF 1.9 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teachers and Teaching Pub Date : 2024-01-30 DOI:10.1080/13540602.2024.2308895

Johannes König, Rudy Ligtvoet, Stefan Klemenz, Martin Rothland

引用次数: 0

Abstract

In spite of a prominent discussion in the literature about the relationship between theory and practice in teacher education there is a lack of empirical research examining the effects on teachers’...

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中断的知识增长：关于从高等教育过渡到教学实践的教师一般教学知识的发展

尽管文献中对教师教育中理论与实践之间关系的讨论十分突出，但却缺乏实证研究来探讨理论与实践对教师教育的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teachers and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

7.40%

发文量

期刊介绍： Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers" work and other research of professional interest.