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We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers' skills to perceive and interpret classroom situations were assessed via video-vignettes. Data from a follow-up study of TEDS-M Germany in 2012 were used, including a sample of 278 early career middle school teachers of mathematics. While teachers' declarative knowledge can be predicted by teacher education grades, teachers' skill to interpret classroom situations presented by videos can be predicted by their amount of time spent on teaching relative to their overall working time, which is interpreted as a form of deliberate practice. Different competence profiles of pedagogical knowledge and skills are identified via latent-class analysis. Besides teaching experience, profiles are associated with generic teaching challenges (motivating students, disruptive student behaviour) perceived by the teachers. Implications of findings for professional development of early career teachers are discussed. [ABSTRACT FROM AUTHOR]

The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy. [ABSTRACT FROM AUTHOR]