Testing the Consensus Model

  • The structure and definition of professional knowledge is a continuing focus of science education research. In 2012, a pedagogical content knowledge (PCK) summit was held and it suggested a model of professional knowledge and skill including PCK, which was later often called the Consensus Model (Gess-Newsome, 2015. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Teaching and learning in science series. Re-examining pedagogical content knowledge in science education (1st ed., pp. 28–42). New York, NY: Routledge). The Consensus Model proposes a potential powerful framework for the relations among teachers’ different professional knowledge bases, but to date it has neither been investigated empirically nor systematically. In this study, we investigated the relationships suggested by the Consensus Model among different aspects of teachers’ knowledge and skill. A sample of 35 physics teachers and their classesThe structure and definition of professional knowledge is a continuing focus of science education research. In 2012, a pedagogical content knowledge (PCK) summit was held and it suggested a model of professional knowledge and skill including PCK, which was later often called the Consensus Model (Gess-Newsome, 2015. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Teaching and learning in science series. Re-examining pedagogical content knowledge in science education (1st ed., pp. 28–42). New York, NY: Routledge). The Consensus Model proposes a potential powerful framework for the relations among teachers’ different professional knowledge bases, but to date it has neither been investigated empirically nor systematically. In this study, we investigated the relationships suggested by the Consensus Model among different aspects of teachers’ knowledge and skill. A sample of 35 physics teachers and their classes participated in the investigation; both teachers and their students in these classes took paper-and-pencil tests. Furthermore, a lesson taught by each of the teachers was videotaped and analysed. The video analysis focused on the interconnectedness of the content structure of the lesson as representation of the in-class actions of the teachers. The interconnectedness is understood as a direct result of the application of professional knowledge of the teachers to their teaching. The teachers’ knowledge showed no significant influence on the interconnectedness of the lesson content structure. However, the results confirmed the influence of interconnectedness and certain aspects of professional knowledge on students’ outcomes. Therefore, interconnectedness of content structure could be verified as one indicator of teachers’ instructional quality.show moreshow less

Download full text files

  • pmnr482.pdfeng
    (2024KB)

    SHA-1: 532a6348d9d3d22bb2ba1c22348769f7cc606e3e

Export metadata

Additional Services

Share in Twitter Search Google Scholar Statistics
Metadaten
Author:Sven LiepertzORCiDGND, Andreas BorowskiORCiDGND
URN:urn:nbn:de:kobv:517-opus4-416857
ISSN:1866-8372
Parent Title (English):Postprints der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe
Subtitle (English):relationships among physics teachers’ professional knowledge, interconnectedness of content structure and student achievement
Series (Serial Number):Postprints der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe (482)
Document Type:Postprint
Language:English
Date of first Publication:2018/12/03
Year of Completion:2018
Publishing Institution:Universität Potsdam
Release Date:2018/12/03
Tag:PCK; professional knowledge; the Consensus Model
Issue:482
Pagenumber:22
Source:International Journal of Science Education (2018) DOI: 10.1080/09500693.2018.1478165
Organizational units:Mathematisch-Naturwissenschaftliche Fakultät
Dewey Decimal Classification:5 Naturwissenschaften und Mathematik / 57 Biowissenschaften; Biologie / 570 Biowissenschaften; Biologie
Peer Review:Referiert
Publication Way:Open Access
Grantor:Taylor & Francis Open Access Agreement
Licence (German):License LogoCreative Commons - Namensnennung, Nicht kommerziell, Keine Bearbeitung 4.0 International