Johannes König

TL;DR: In this article, a survey of early career teachers conducted in May and June 2020 was conducted to investigate the extent to which they maintained social contact with students and mastered core teaching challenges.

TL;DR: This paper examined the associations of two aspects of teachers' professional competence (GPK and self-efficacy) with teachers' likelihood of experiencing burnout, as well as possible differences in these constructs as a function of gender and teaching experience.

TL;DR: This paper examined how the declarative-conceptual general pedagogical knowledge assessed via a paper-and-pencil test can be understood as a premise for early career teachers' ability to notice and interpret classroom situations assessed via video-vignettes.

TL;DR: In the context of the Teacher Education and Development Study in Mathematics (TEDS-M), Germany, Taiwan, and the United States worked on closing this research gap by conceptualizing a theoretical framework and developing a standardized test of GPK, which was taken by representative samples of future middle school teachers in these countries.

TL;DR: In this article, the authors investigated the relationship between future teachers' teaching motivations and their general pedagogical knowledge (GPK) using a subsample of 130 preservice teachers whose GPK was tested twice.