25.08.2021 - 12:00
On 25 August at 12:00 Liina Malva will defence her doctoral thesis “Teachers’ general pedagogical knowledge: its nature, assessment and representation in practice“ for obtaining the degree of Doctor of Philosophy (in Education).
Professor Äli Leijen, University of Tartu
Professor Kirsi Tirri, University of Helsinki (Finland)
Teacher researchers distinguish three main categories of teachers’ knowledge: content knowledge, pedagogical content knowledge, and general pedagogical knowledge (GPK). While the first two are more extensively studied, GPK has gained less attention. The definition of GPK has been updated over the years, moving forward from mainly being about classroom management and organization. In addition to being subject transcendent, GPK is now defined as teachers’ specialized knowledge that helps to create and maintain effective environment for teaching and learning. The OECD developed Teacher Knowledge Survey (TKS) which aims to assess teachers’ GPK with test instrument. The aim of the current doctoral thesis was to investigate the TKS instrument and gain more insight into GPK that is used in practice. Data was collected from Estonian pre-service teachers, in-service teachers and teacher educators with mixed method approach. The results showed that GPK is unidimensional. The results also showed that the knowledge level of pre-service and in-service teachers is rather similar. In addition to that, the more advanced the pre-service teachers are in their teacher education, the better GPK they possess. However, the results from all three sample groups showed that those having more practical experiences get lower results in the test. This implies that TKS test is assesses rather theoretical knowledge and less the knowledge that is gained during pedagogical practice. Teachers do use the same GPK dimensions in their practical work as suggested by TKS framework, however, the content of their GPK is more focused on relationships and supporting students, while test instrument relies mainly on specific scientific knowledge. Based on the results, several suggestions are proposed in order to further study the assessment of teachers’ GPK as well as improve pre-service teachers’ GPK.
Senate hall (Ülikooli 18–204)