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  - 
TY  - JOUR
A1  - Kirschner, Sophie
A1  - Borowski, Andreas
A1  - Fischer, Hans E.
A1  - Gess-Newsome, Julie
A1  - von Aufschnaiter, Claudia
T1  - Developing and evaluating a paper-and-pencil test to assess components
JF  - International journal of science education
N2  - Teachers’ professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers’ professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers’ CK or PK, cognitive abilities, computational skills, or science knowledge.
KW  - Pedagogical content knowledge
KW  - physics education
KW  - teacher knowledge
KW  - quantitative research
Y1  - 2016
U6  - https://doi.org/10.1080/09500693.2016.1190479
SN  - 0950-0693
SN  - 1464-5289
VL  - 38
SP  - 1343
EP  - 1372
PB  - Royal Society of Chemistry
CY  - Abingdon
ER  -