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The influence of learning opportunities during initial teacher education on the pedagogical knowledge of pre-service EFL teachers
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Abstract:
The aim of this study is to investigate the effect of formal learning opportunities during initial teacher education on the pedagogical knowledge of pre-service EFL (English as a Foreign Language) teachers. To accomplish this aim, we sampled within the PKE-study (Professional Competence of EFL Teachers) pre-service teachers in the first phase during their Master studies at university, and in the last year of their induction phase in North Rhine-Westphalia. The results of the analysis of variance show initially that regarding the studying phase pre-service EFL teachers in the induction phase have a higher level of pedagogical knowledge than pre-service EFL teachers in the first phase. This difference is statistically significant and is approximately one standard deviation. At the multivariate level, the results of structural equation modeling show that the studying phase also affects the pedagogical knowledge positively. This effect, however, is mediated by more proximal and differentiated pedagogical-specific learning opportunities realized by the pre-service teachers. Overall, our analysis results demonstrate the effectiveness of teacher training for EFL.
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Keyword:
ddc:no
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URL: https://kups.ub.uni-koeln.de/20212/
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| 2 |
Perception of student errors under time limitation: are teachers faster than mathematicians or students?
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General pedagogical knowledge versus pedagogical content knowledge? The structure of professional knowledge in pre-service teachers of German, English, and Mathematics at university
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Professionelle Kompetenzen von (angehenden) Lehrkräften zum basalen Lesen- und Schreibenlernen – ein interdisziplinäres Projekt
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