Teachers' knowledge about psychology. Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior.

Autor/inn/en	Lohse-Bossenz, Hendrik; Kunina-Habenicht, Olga; Dicke, Theresa; Leutner, Detlev; Kunter, Mareike
Titel	Teachers' knowledge about psychology. Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior.
Quelle	In: Studies in educational evaluation, (2015) 44, S. 36-49Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.1016/j.stueduc.2015.01.001
Schlagwörter	Validität; Kompetenzmessung; Test; Lehrerausbildung; Lehrverhalten; Lernen; Entwicklung
Abstract	In teacher education the integration of theory and practice is extensively debated. Empirical evidence, however, is scarce. Therefore, this study presents a test tapping teacher candidates' theoretical knowledge about learning, development, and assessment. Based on an empirically defined content, 101 items were developed and administered to 3298 teacher candidates after university teacher education. After specifying a suitable item response model, structural analyses reveal that the predefined 3-dimensional provides reliable test scores. After controlling for individual characteristics, persons without university teacher education obtain lower scores for learning and development, which adds further validity evidence. Within a longitudinal design, knowledge predicts changes in instructional behavior. The results are discussed concerning future research on the interplay of theory and practice in teacher education. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/2