TY  - GEN
A1  - Krauskopf, Karsten
A1  - Foulger, Teresa S.
A1  - Williams, Mia Kim
T1  - Prompting teachers’ reflection of their professional knowledge
BT  - a proof-of-concept study of the Graphic Assessment of TPACK Instrument
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - Many educational technology proponents support the Technological
Pedagogical Content Knowledge (TPACK) model as a way to
conceptualize teaching with technology, but recent TPACK research
shows a need for empirical studies regarding the development of this
knowledge. This proof-of-concept study applies mixed-methods to
investigate the meta-cognitive awareness produced by teachers who
participate in the Graphic Assessment of TPACK Instrument (GATI).
This process involves creating graphical representations (circles of
differing sizes and the degree of their overlap) that represent what
teachers understand to be their current and aspired TPACK. This study
documented teachers’ explanations during a think-aloud procedure as
they created their GATI figures. The in-depth data from two German
teachers who participated in the process captured the details of their
experience and demonstrated the potential of the GATI to support
teachers in reflecting about their professional knowledge and in
determining their own professional development activities. These
findings will be informative to future pilot studies involving the larger
design of the GATI process, to better understand the role of teachers’
meta-conceptual awareness, and to better ascertain how the GATI
might be used to support professional development on a larger scale.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 466 
KW  - TPACK
KW  - professional development
KW  - Graphic Assessment of TPACK Instrument
KW  - GATI
KW  - reflective practice
KW  - meta-cognitive prompts
Y1  - 2018
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-412628
IS  - 466
ER  - 
TY  - GEN
A1  - Kalinowski, Eva
A1  - Gronostaj, Anna
A1  - Vock, Miriam
T1  - Effective Professional Development for Teachers to Foster Students’
Academic Language Proficiency Across the Curriculum
BT  - A Systematic Review
T2  - Postprints der Universität Potsdam Humanwissenschaftliche Reihe
N2  - This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students’ academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers’ thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 543 
KW  - professional development
KW  - language
KW  - cross-curriculum
KW  - content areas
KW  - in-service teacher training
Y1  - 2019
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-427219
SN  - 1866-8364
IS  - 543
ER  - 
TY  - GEN
A1  - Richter, Eric
A1  - Kunter, Mareike
A1  - Marx, Alexandra
A1  - Richter, Dirk
T1  - Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study
T2  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - 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.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 739 
KW  - teacher learning
KW  - professional development
KW  - content knowledge
KW  - teacher quality
KW  - in-service training
KW  - Matthew effect
KW  - continuing education activities
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-537219
SN  - 1866-8364
SP  - 1
EP  - 10
PB  - Universität Potsdam
CY  - Potsdam
ER  -