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| Autoren | Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute |
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| Titel | Content-related knowledge of biology teachers from secondary schools. Structure and learning opportunities. |
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| URL | http://www.tandfonline.com/doi/full/10.1080/09500693.2014.923949#.VBmBCk0cSAg |
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| URN, persistent | 10.1080/09500693.2014.923949 |
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| Erscheinungsjahr | 2014 |
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| Seitenzahl | S. 2335-2366 |
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| Zeitschrift | International journal of science education |
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| ISSN | 1464-5289 |
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| Dokumenttyp | Zeitschriftenaufsatz; gedruckt; online |
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| Beigaben | Literaturangaben, Abbildungen, Tabellen, Anhang |
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| Sprache | englisch |
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| Forschungsschwerpunkt | Promotionsförderung für Nachwuchswissenschaftler/-innen - Empirische Fundierung der Fachdidaktiken |
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| Schlagwörter | Bildungsforschung; Lehrer; Biologieunterricht; Fachwissen; Pädagogisches Handeln; Lehrplan; Wissen; Kompetenz; Sekundarbereich; Lernumgebung; Mehrebenenanalyse; Rasch-Modell; Empirische Untersuchung; Deutschland |
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| 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 (rlatent = .70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent = .48) - and curricular knowledge, respectively (rlatent = .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.) |
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| Projekt | Einfluss des fachbezogenen Professionswissens von Lehrkräften auf die Entwicklung der Systemkompetenz von Schülern im Biologieunterricht
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| Förderkennzeichen | 01JG0909 |
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