Assessing teachers' educational knowledge. Construct specification and validation using mixed methods.

Autor/inn/en	Linninger, Christina; Kunina-Habenicht, Olga; Emmenlauer, Simone; Dicke, Theresa; Schulze-Stocker, Franziska; Leutner, Detlev; Seidel, Tina; Terhart, Ewald; Kunter, Mareike
Titel	Assessing teachers' educational knowledge. Construct specification and validation using mixed methods.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 47 (2015) 2, S. 72-83Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000126
Schlagwörter	Pädagogik; Wissen; Testkonstruktion; Testvalidität; Lehrer; Pädagogik; Student; Wissen; Testkonstruktion; Berufsbezug; Lehrer; Lehrerausbildung; Berufsbezug; Berufsentwicklung; Student
Abstract	Presents two studies adding validity evidence to the assessment of educational knowledge (EK) measured by a recently developed test. The first study compared the test scores of a large sample of graduates from academic teacher education with those of a sample of first-semester teacher students. Results indicate higher scores for graduates in the majority of the test's six domains. Additionally, validity evidence was gained based on response processes by conducting 46 cognitive interviews in Study 2. Participants with different professional backgrounds stated their response strategies while taking the knowledge test. Among other results, analyses revealed that graduates and advanced students in teacher education were often familiar with item topics and solved items mostly by retrieving academic knowledge from memory. Overall, results add to previously gained evidence suggesting that test scores can be taken to measure EK mainly gained by university studies. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2015/4