Literaturnachweis - Detailanzeige
Autor/inn/en | Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute |
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Titel | Content-related knowledge of biology teachers from secondary schools. Structure and learning opportunities. |
Quelle | In: International journal of science education, 36 (2014) 14, S. 2335-2366Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben |
Zusatzinformation | Forschungsdaten, Studiendetails und Erhebungsinstrumente |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0950-0693; 1464-5289 |
DOI | 10.1080/09500693.2014.923949 |
Schlagwörter | Kompetenz; Wissen; Pädagogisches Handeln; Rasch-Modell; Bildungsforschung; Empirische Untersuchung; Mehrebenenanalyse; Sekundarbereich; Lehrer; Fachwissen; Lernumgebung; Lehrplan; Biologieunterricht; Deutschland |
Abstract | Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (r_latent= .70). The latent correlations between content knowledge and pedagogical content knowledge (r_latent= .48)-and curricular knowledge, respectively (r_latent= .35)-are moderate to low (all ps ( .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2015/1 |