What constitutes teachers’ general pedagogical knowledge and how it can be assessed: A literature review

Figures & data

Figure 1. Flowchart of search and screening process according to the PRISMA guidelines (Moher, Liberati, Tetzlaff, Altman, & the PRISMA Group, 2009)

Table 1. The coding of the articles

No	Study	Instrument name	Dimensions of GPK		Paper type	Measuring GPK level		Instrument for measuring		Re	Va
			Fo	Us	Em	Pe	Te	Su	Te
1	Gatbonton (1999)		X		X	no measuring
2	Hudson (2004)			X	X	no measuring
3	Torff and Sessions (2005)		X		X	no measuring
4	Mullock (2006)		X		X	no measuring				X	X
5	Hudson (2007)			X	X	no measuring				X	X
6	Gatbonton (2008)		X		X	no measuring					X
7	Wong et al. (2008)			X	X	X		X		X
8	Capel et al. (2009)		X		X	no measuring
9	Atjonen, Korkeakoski and Mehtalainen (2011)		X		X	no measuring
10	König et al. (2011)	TEDS-M	X		X		X		X	X	X
11	Happo and Määttä (2011)		X		X	no measuring
12	Liakopoulou (2011)		X		X	no measuring				X	X
13	König and Rothland (2012)	TEDS-M*		X	X		X		X	X	X
14	Choy et al. (2012)	PKST		X	X	X		X		X	X
15	Choy et al. (2013)	PKST**		X	X	X		X		X
16	König (2013)	TEDS-M		X	X		X		X	X	X
17	König et al. (2014)	TEDS-M		X	X		X		X	X	X
18	Großschedl et al. (2015)		X		X		X		X	X	X
19	Blömeke et al. (2016)	TEDS-M*		X	X		X		X	X	X
20	König et al. (2016)	TEDS-M*		X	X		X		X	X	X
21	Blömeke et al. (2016)			X	X		X		X	X	X
22	König and Pflanzl (2016)	TEDS-M*		X	X		X		X	X	X
23	Lauermann and König (2016)	TEDS-M*		X	X		X		X	X	X

Categories of GPK dimensions: Fo—dimensions were found in that study, Us—dimensions were used from some other study

Paper type: Em—empirical

Evidence type: Pe—participants’ perceptions, Te—testing

Instrument used for data collection about measuring GPK: Su—survey, Te—test

Re—reliability

Va—validity

*short version of TEDS-M

**adapted version of PKST

Figure 2. Characteristics of definitions of general pedagogical knowledge

Figure 3. Framework of general pedagogical knowledge, pedagogical content knowledge and content knowledge

Table

Dimension identified in the current study		Dimensions as mentioned in the original articles	References
TEACHING RELATED DIMENSIONS	Lesson planning	Planning for teaching	Hudson, 2004; Hudson 2007
		Preparation for teaching	Hudson, 2004; Hudson 2007
		Timetabling lessons	Hudson, 2004; Hudson 2007
		Timetabling	Hudson et al., 2015
		Teaching strategies	Hudson, 2004; Hudson 2007
		Lesson planning	Choy et al., 2012; Choy et al., 2013
		Lesson-planning skills	Torff & Sessions, 2005
		Planning and coordination	Happo & Määttä, 2011
		Planning	Hudson et al., 2015
		Preparation	Wong et al., 2008
		Structure	König et al., 2011; König & Rothland, 2012; König, 2013; König et al., 2014; Blömeke et al., 2016; König & Pflanzl, 2016; König et al., 2016; Lauermann & König, 2016
	Instructional strategies	Facilitating the instructional flow	Gatbonton, 1999, Gatbonton, 2008; Mullock, 2006
		Instructional strategies	Choy et al., 2012; Choy et al., 2013
		Instructional strategies for teaching	Großschedl et al., 2015
		Lesson-implementation skills	Torff & Sessions, 2005
	Classroom management	Classroom management	Choy et al., 2013; Hudson, 2004; Choy et al., 2012
		Management	Wong et al., 2008
		Motivation/classroom management	Blömeke et al., 2016; König, 2013; König et al., 2014, Blömeke et al., 2016, König et al., 2011; König & Pflanzl, 2016; König & Rothland, 2012
		Classroom-management skills	Torff & Sessions, 2005
		Ability to establish rapport with students	Torff & Sessions, 2005
		Building rapport	Gatbonton, 1999; Mullock, 2006
	Assessment	Assessment	Hudson, 2004, p. 2007; Wong et al., 2008; König et al., 2011; König & Rothland, 2012; König, 2013; König et al., 2014; Hudson et al., 2015; König et al., 2016; König & Pflanzl, 2016; Blömeke et al., 2016
STUDENT RELATED DIMENSIONS	General learning processes	Learning theories	Liakopoulou, 2011
		Student learning	Choy et al., 2012
		Students’ understanding	Großschedl et al., 2015
		Motivation/classroom management	Blömeke et al., 2016; König, 2013; König et al., 2014, Blömeke et al., 2016, König et al., 2011; König & Pflanzl, 2016; König & Rothland, 2012
	Students’ diversity	Teaching pupils with special needs	Capel et al., 2009
		Special education	Liakopoulou, 2011
		Differentiation	Capel et al., 2009
		Multicultural education	Liakopoulou, 2011
		Accommodating diversity	Choy et al., 2012
		Child-orientation and individuality	Happo & Määttä, 2011
		Adaptivity	König et al., 2011; König, 2013; König et al., 2014; König & Rothland, 2012; König & Pflanzl, 2016; König et al., 2016; Blömeke et al., 2016

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