ABSTRACT Teacher professional development (TPD) courses can support teachers in building up pedagogical content knowledge (PCK) and in improving the quality of teaching. Therefore, having teachers participate in TPD is of special interest for educational policy. Unfortunately, knowledge about the relation between teachers’ PCK and teachers’ attendance in TPD is unclear. That’s why the current study empirically contrasts teachers (N = 67, German middle-school classes) which do and do not take part in TPD courses exemplarily dealing with formative assessment (FA) in mathematics. Hierarchical cluster analysis was used to identify four clusters of teachers (based on prior personal characteristics concerning formative assessment). Describing these clusters, it can be stated that there exists a cluster of teachers with critical values on all personal characteristics. These teachers mainly do not take part in TPD dealing with FA although they have little PCK concerning FA. Implications for further research and TPD are discussed.

中文翻译：

---

谁参与哪种类型的教师专业发展？识别和描述教师群体

摘要教师专业发展（TPD）课程可以支持教师建立教学内容知识（PCK）和提高教学质量。因此，让教师参加TPD对于教育政策特别重要。不幸的是，关于教师的PCK和教师在TPD中出勤的关系的知识尚不清楚。因此，本研究从经验上对比了参加和不参加TPD课程的教师（N = 67，德语中学），这些课程示例性地涉及数学的形成性评估（FA）。层次聚类分析用于确定四个教师聚类（基于先前关于形成性评估的个人特征）。描述这些集群 可以说，存在着一群对所有个人特征都具有批判价值的教师。这些教师虽然很少有关于FA的PCK，但他们主要不参加与FA进行TPD交易。讨论了进一步研究和TPD的含义。