TY  - JOUR
A1  - Vogelsang, Christoph
A1  - Borowski, Andreas
A1  - Buschhüter, David
A1  - Enkrott, Patrick
A1  - Kempin, Maren
A1  - Kulgemeyer, Christoph
A1  - Reinhold, Peter
A1  - Riese, Josef
A1  - Schecker, Horst
A1  - Schröder, Jan
T1  - Entwicklung von Professionswissen und Unterrichtsperformanz im Lehramtsstudium Physik
T1  - Development of Professional Knowledge and Teaching Skills in Academic Pre-service Physics Teacher Education: Validity analyses concerning the interpretation of test scores
BT  - Analysen zu valider Testwertinterpretation
JF  - Zeitschrift für Pädagogik
N2  - Angehende Physiklehrkräfte sollen im Rahmen ihres Studiums fachliches und fachdidaktisches Wissen erwerben, welches die Gestaltung lernförderlichen Unterrichts ermöglicht. Es ist allerdings empirisch nur wenig geklärt, wie sich dieses Wissen im Laufe des Studiums entwickelt und ob es zur Ausbildung von Handlungsfähigkeiten beiträgt. Um derartige Wirkungsaussagen treffen zu können, müssen Instrumente entwickelt werden, die eine valide Testwertinterpretation zulassen. In diesem Beitrag werden auf Basis von im Projekt Profile-P+ entwickelten Instrumenten Validitätsanalysen zur längsschnittlichen Entwicklung des Professionswissens von Physiklehramtsstudierenden im Verlauf des Bachelorstudiums und ihrer Fähigkeiten zur Planung und Reflexion von Physikunterricht sowie zum Erklären von physikalischen Sachverhalten vor und nach dem Praxissemester dargestellt. Neben Wissenstests kamen standardisierte Performanztests zum Einsatz. Die vorliegenden Ergebnisse sprechen dafür, dass die erhobenen Messwerte im Sinne von Wirkungsaussagen interpretiert werden können.
N2  - In pre-service teacher education programs prospective physics teachers should acquire professional knowledge that enables them to carry out effective instruction. However, there is little empirical evidence with regard to the development of professional knowledge in the courses of their studies - it is even unclear what knowledge has an impact on teaching quality. In order to be able to analyse these questions, instruments must be developed that permit a valid interpretation of tests cores. Based on instruments developed in project Profile-P+, this article presents a validity argument for the interpretation of test scores for the development of pre-service physics teachers' professional knowledge during a bachelor degree program. The authors also develop validity arguments for the interpretation of tests cores for the development of their skills to plan and reflect on physics lessons and to explain physics during teaching practice. In addition to knowledge tests, standardized performance tests were used. The results of the analysis suggest that the measured values can be interpreted in the intended sense.
KW  - Physics
KW  - Teacher Education
KW  - Professional Knowledge
KW  - Performance Assessment
KW  - Longitudinal Analysis
KW  - Erhebungsinstrument
KW  - Längsschnittuntersuchung
KW  - Validität
KW  - Kompetenzerwerb
KW  - Test
KW  - Testauswertung
KW  - Lehrer
KW  - Lehramtsstudent
KW  - Schulpraktikum
KW  - Fachwissen
KW  - Unterrichtsgestaltung
KW  - Unterrichtsplanung
KW  - Fachdidaktik
KW  - Datenanalyse
KW  - Messung
KW  - Reflexion (Phil)
KW  - Physikunterricht
KW  - Interpretation
KW  - Konzeption
KW  - Deutschland
Y1  - 2019
SN  - 0044-3247
VL  - 65
IS  - 4
SP  - 473
EP  - 491
PB  - Beltz
CY  - Weinheim
ER  - 
TY  - JOUR
A1  - Riese, Josef
A1  - Kulgemeyer, Christoph
A1  - Zander, Simon
A1  - Borowski, Andreas
A1  - Fischer, Hans E.
A1  - Gramzow, Yvonne
A1  - Reinhold, Peter
A1  - Schecker, Horst
A1  - Tomczyszyn, Elisabeth
T1  - Modeling and Measurement of Professional Knowledge in Physics Teacher Training
JF  - Zeitschrift für Pädagogik
N2  - For improving teacher education, there has been an increasing interest in describing teachers' professional competencies and their development in the course of implementing educational programs. The focus of the present project is on modeling and measuring domain-specific and generic competencies that future physics teachers acquire during their university studies. The model comprises characteristics and relationships between physics content knowledge, pedagogical content knowledge, and skills for explaining physics phenomena. Based on the model, assessment instruments were developed and applied as paper-and-pencil-tests and videotaped expert-novice dialogues for measuring the competencies in a large sample of physics student teachers. Trials and validation suggest that our instruments are valid in terms of content and construct validities.
KW  - Professional Knowledge
KW  - Student Teachers
KW  - Physics
KW  - Competencies
KW  - Validity
Y1  - 2015
SN  - 0044-3247
SP  - 55
EP  - 79
PB  - Beltz
CY  - Weinheim
ER  -