Content-related knowledge of biology teachers from secondary schools. Structure and learning opportunities.

Autor/inn/en	Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute
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 Link als defekt meldenVerfügbarkeit
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