Putting educational knowledge of prospective teachers to the test. Further development and validation of the BilWiss Test.

Autor/inn/en	Kunter, M.; Kunina-Habenicht, O.; Holzberger, D.; Leutner, D.; Maurer, C.; Seidel, T.; Wolf, K.
Titel	Putting educational knowledge of prospective teachers to the test. Further development and validation of the BilWiss Test. Gefälligkeitsübersetzung: Bildungswissen von angehenden Lehrkräften auf den Prüfstand stellen. Weiterentwicklung und Validierung des BilWiss-Tests.
Quelle	Aus: Zlatkin-Troitschanskaia, Olga (Hrsg.); Pant, Hans Anand (Hrsg.); Toepper, Miriam (Hrsg.); Lautenbach, Corinna (Hrsg.): Student learning in German higher education. Innovative measurement approaches and research results. Wiesbaden: Springer Fachmedien (2020) S. 9-28 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	gedruckt; online; Sammelwerksbeitrag
ISBN	978-3-658-27885-4; 978-3-658-27886-1
DOI	10.1007/978-3-658-27886-1_2
Schlagwörter	Pädagogik; Wissen; Testkonstruktion; Testreliabilität; Testvalidität; Pädagogische Diagnostik; Test; Fachwissen; Beruf; Student
Abstract	Teachers' generic educational knowledge theoretically constitutes an aspect of their professional competence. However, empirical evidence for its importance for teachers' daily practice is scarce. In this chapter, we describe findings from the BilWiss research program, which aimed to investigate the development and relevance of the type of generic educational knowledge typically addressed in university teacher education. We developed a standardized test that assesses generic knowledge in the following six domains: learning and development, instruction, assessment, educational theory (and history), school system and educational policy, and the teaching profession. We present findings from a series of studies that (a) provide evidence for the validity of the test score interpretations and (b) prove the predictive value of this test for diverse professional activities. These results are discussed regarding their theoretical and practical implications for teacher education. (c) Springer Fachmedien Wiesbaden GmbH. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/2