TY  - JOUR
A1  - Richter, Eric
A1  - Kunter, Mareike
A1  - Marx, Alexandra
A1  - Richter, Dirk
T1  - Who participates in content-focused teacher professional development?
BT  - Evidence from a large scale study
JF  - Frontiers in education
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.
KW  - teacher learning
KW  - professional development
KW  - content knowledge
KW  - teacher quality
KW  - in-service training
KW  - Matthew effect
KW  - continuing education activities
Y1  - 2021
U6  - https://doi.org/10.3389/feduc.2021.722169
SN  - 2504-284X
IS  - 6
SP  - 1
EP  - 10
PB  - Frontiers Media
CY  - Lausanne,  Schweiz
ER  - 
TY  - JOUR
A1  - Krauskopf, Karsten
A1  - Forssell, Karin
T1  - When knowing is believing
BT  - a multi-trait analysis of self-reported TPCK
JF  - Journal of Computer Assisted Learning
N2  - 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.
KW  - construct validity
KW  - education technologies
KW  - teacher learning
KW  - self-report
KW  - teacher beliefs
KW  - technological pedagogical content knowledge (TPACK
KW  - TPCK)
Y1  - 2018
U6  - https://doi.org/10.1111/jcal.12253
SN  - 0266-4909
SN  - 1365-2729
VL  - 34
IS  - 5
SP  - 482
EP  - 491
PB  - Wiley
CY  - Hoboken
ER  -