General Pedagogical Knowledge of Austrian Teachers

Ann-Kathrin Dittrich

doi:10.5817/sp2020-2-9

Abstract

General pedagogical knowledge (GPK), as teachers' basic professional knowledge, has a significant influence on sustainable learning and teaching. Rapidly accelerated processes of change encourage teachers to reflect on their GPK. The aim of this paper is to discuss the current understanding of Austrian teachers' GPK in their everyday school practices and point out the challenges they experience. The study is based on a qualitative reconstructive approach that involves interviews and observations. Previous findings have shown that a reconstructive approach provides an understanding that complements existing studies and conceptualizations of GPK. The study also presents further outcomes in terms of the central meaning of interactional processes, a student orientation, and factors and challenges that influence GPK. The challenges involve in particular the requirements raised by current transformation processes and emphasize the necessity of a continuous process of professional learning.

Highlights

General pedagogical knowledge (GPK) is the basic professional knowledge used by teachers for dealing professionally with diverse pedagogical tasks and requirements in the classroom (Darling-Hammond, 2000)
Compared to the criteria that emerged from previous studies such as COACTIV and TEDS-M (König & Blömeke, 2010; Voss et al, 2011) and from different conceptualizations (Kunter et al, 2013; Voss et al, 2015), this qualitative study presented an extended understanding of GPK
This paper discusses the understanding of the GPK of Austrian teachers based on everyday school practices

Summary

Introduction

General pedagogical knowledge (GPK) is the basic professional knowledge used by teachers for dealing professionally with diverse pedagogical tasks and requirements in the classroom (Darling-Hammond, 2000). The OECD (2005), Terhart (2013), and the UNESCO Teacher Task Force (2018) have described several socio-cultural processes of change that affect the formal level of education and teachers’ GPK and that pose new challenges. These socio-cultural processes relate to increased geographical, social, and cultural mobility; the challenge of creating a self-determined active life; the increasing importance of acquiring key inter- and intrapersonal skills, problem-solving skills, and social and communicative skills in the workplace and in private life; dealing with cultural heterogeneity and diversity; an openness to lifelong learning; the diminished importance of care services; developments in technology; and dealing with the knowledge society. Teachers must reflect on the GPK that they can employ in their school environment to fulfil both the current and prospective requirements of their mission as educators

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