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Dawne Bell is assistant head of secondary education at Edge Hill University, and has responsibility for recruitment and employment across the 11-19 age phase of teacher education.
The results are based on a cross-sectional study (prospective teachers in the first and second phase of teacher training, as well as experienced teachers).
Thus, for a suitable comparison, the test must be administered at the end of the second phase of teacher education in Germany and at the end of the master's programme in Austria.
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To this end, formative diagnostic assessment could be employed during the different phases of teacher education and practical training.
Based on a cross-sectional study (Kleickmann et al. 2013), the CK and PCK of four groups in different phases of teacher training (spanning first-semester students to experienced teachers) were compared.
With regard to general learning content, there is empirical evidence that phases of student-centred learning are associated with the acquisition of new learning contents, while phases of teacher instruction are predominantly associated with the repetition of learning contents (Kärner 2015).
342 German women and men (female = 81,9%. male = 18,1%; age: M = 28, SD = 4) in their second phase of the teacher-training participated online.
With regard to the development of prospective teachers' CK and PCK, there is empirical evidence that CK, as well as PCK, improve during both phases of initial teacher training (e.g., Blömeke et al. 2008a; Schmelzing et al. 2013).
This phase uses accepted function values at the end of teacher phase as its own input.
The TLBO consists of two phases: teacher phase and learner phase.
In this study the student achievements did not significantly improve after adapting the CAPTT in test phase two, on the basis of teacher input.
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