This study suggests a comprehensive conceptualization of teacher knowledge for teaching early literacy in primary schools. Following the discourse on the professional knowledge of teachers, we argue that teachers’ knowledge relevant to support reading and writing at the beginning of primary school education is multidimensional by nature: Teachers need content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although research on teacher knowledge has made remarkable progress over the last decade, and in particular in domains such as mathematics, relevant empirical research using standardized assessment that would allow in-depth analyses of how teacher knowledge is acquired by pre-service teachers during teacher education and how teacher knowledge influences instructional quality and student learning in early literacy is very scarce. The following research questions are focused on: (1) Can teachers’ professional knowledge for teaching early literacy be conceptualized in terms of CK, PCK, and GPK allowing empirical measurement? (2) How do teachers acquire such knowledge during initial teacher education? (3) Is teachers’ professional knowledge a premise for instructional quality in teaching early literacy to students? We present the conceptualization of teacher knowledge for teaching early literacy in primary schools in Germany as the country of our study and specific measurement instruments recently developed by our research group. Assessment data of 386 pre-service teachers at different teacher education stages is used to analyze our research questions. Findings show (1) construct validity of the standardized tests related to the hypothesized structure, (2) curricular validity related to teacher education, and (3) predictive validity related to instructional quality. Implications for teacher education and the professional development of teachers are discussed.

本研究建议对小学早期识字教学的教师知识进行全面概念化。继对教师专业知识的论述之后，我们认为，支持小学教育初期阅读和写作的教师知识本质上是多维的：教师需要内容知识（CK）、教学内容知识（PCK）和一般教育学知识（GPK）。尽管对教师知识的研究在过去十年中取得了显着进展，特别是在数学等领域，使用标准化评估的相关实证研究可以深入分析职前教师在教师教育期间如何获得教师知识，以及教师知识如何影响教学质量和学生在早期识字中的学习，但这种研究非常稀缺。主要研究问题如下：（1）教师早期识字教学的专业知识能否用CK、PCK、和 GPK 允许经验测量？（2）教师在教师教育初期是如何获得这些知识的？(3) 教师的专业知识是学生早期识字教学质量的前提吗？我们介绍了作为我们研究国家的德国小学早期识字教学中教师知识的概念化，以及我们研究小组最近开发的特定测量工具。使用386名不同教师教育阶段的职前教师的评估数据来分析我们的研究问题。结果显示（1）与假设结构相关的标准化测试的结构效度，（2）与教师教育相关的课程效度，以及（3）与教学质量相关的预测效度。