Details

Autor(en) / Beteiligte

• Blömeke, Sigrid
• Buchholtz, Nils
• Suhl, Ute
• Kaiser, Gabriele

Titel

Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs

Ist Teil von

• Teaching and teacher education, 2014-01, Vol.37, p.130-139

Ort / Verlag

Elsevier Ltd

Erscheinungsjahr

2014

Link zum Volltext

Quelle

Applied Social Sciences Index & Abstracts (ASSIA)

Beschreibungen/Notizen

• To examine the longitudinal relation between knowledge and beliefs and to determine cause and effect, 183 mathematics teachers were assessed three times during their first years of teacher education on their mathematics pedagogical content knowledge (MPCK) and their beliefs about teaching and learning. The data revealed that prior MPCK predicted later achievement. Prior beliefs also determined later ones. In addition, MPCK affected later beliefs: Higher MPCK at the first measurement resulted in more constructivist beliefs at later time points. By contrast, beliefs did not predict later MPCK. If constructivist teacher beliefs are to be fostered, teacher education should strengthen MPCK. •Student teachers' early level of PCK determines their later knowledge levels.•Early beliefs of student teachers determine their later beliefs.•Student teachers' PCK causally influences their later beliefs.•The higher student teachers' PCK is, the more constructivist are their beliefs.•Differential beliefs do not lead to differential PCK.