Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

URN to cite this document:: urn:nbn:de:bvb:355-epub-342615
DOI to cite this document:: 10.5283/epub.34261

Baumert, J. ; Kunter, M. ; Blum, W. ; Brunner, M. ; Voss, T. ; Jordan, A. ; Klusmann, U. ; Krauss, Stefan

; Neubrand, M. ; Tsai, Y.-M.

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Date of publication of this fulltext: 12 Aug 2016 05:53

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Abstract

In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers’ content knowledge and pedagogical content knowledge for high-quality instruction and student progress in ...