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Autor/inn/enGroßschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute
TitelContent-related knowledge of biology teachers from secondary schools.
Structure and learning opportunities.
QuelleIn: International journal of science education, 36 (2014) 14, S. 2335-2366
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BeigabenLiteraturangaben
ZusatzinformationForschungsdaten, Studiendetails und Erhebungsinstrumente
Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0950-0693; 1464-5289
DOI10.1080/09500693.2014.923949
SchlagwörterKompetenz; Wissen; Pädagogisches Handeln; Rasch-Modell; Bildungsforschung; Empirische Untersuchung; Mehrebenenanalyse; Sekundarbereich; Lehrer; Fachwissen; Lernumgebung; Lehrplan; Biologieunterricht; Deutschland
AbstractTeachers' 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 vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2015/1
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