@article{RichterKunterMarxetal.2021,
  author    = {Richter, Eric and Kunter, Mareike and Marx, Alexandra and Richter, Dirk},
  title     = {Who participates in content-focused teacher professional development?},
  series = {Frontiers in education},
  journal   = {Frontiers in education},
  number    = {6},
  publisher = {Frontiers Media},
  address   = {Lausanne, Schweiz},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2021.722169},
  pages     = {1 -- 10},
  year      = {2021},
  abstract  = {This study investigates the relationship between teacher quality and teachers' engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers' content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers.},
  language  = {en}
}
@article{KrauskopfForssell2018,
  author    = {Krauskopf, Karsten and Forssell, Karin},
  title     = {When knowing is believing},
  series = {Journal of Computer Assisted Learning},
  volume    = {34},
  journal   = {Journal of Computer Assisted Learning},
  number    = {5},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0266-4909},
  doi       = {10.1111/jcal.12253},
  pages     = {482 -- 491},
  year      = {2018},
  abstract  = {In an effort to understand teachers' technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self-reports to measure this knowledge (SR TPCK). Several studies have examined the construct validity of these assessments by analysing the internal relationships of the knowledge domains, but little attention has been paid to how SR TPCK relates to external criteria. We tackled this question of discriminant validity by reanalysing 2 data sets. We used correlation and multiple regression analyses to explore whether conceptually related constructs explain any variance in participants' SR TPCK. In Study 1, we applied this strategy to German pre-service teachers using technology use, attitudinal variables, and objective measures of teachers' knowledge of technology and pedagogy as external criteria. In Study 2, we examined measures of technology knowledge, experience, and pro-technology beliefs for in-service teachers in the United States. Across both studies, a sizeable amount of the variance in SR TPCK is explained by teachers' prior technology use and pro-technology attitudes. In contrast, fact-based tests of technology and pedagogy are distinct from SR TPCK. We discuss implications for these findings and argue that researchers should gather complementary measures in concert.},
  language  = {en}
}