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Modeling and Measurement of Professional Knowledge in Physics Teacher Training

  • 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.

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Author:Josef Riese, Christoph Kulgemeyer, Simon Zander, Andreas BorowskiORCiDGND, Hans E. Fischer, Yvonne Gramzow, Peter Reinhold, Horst Schecker, Elisabeth Tomczyszyn
ISSN:0044-3247 (print)
Parent Title (German):Zeitschrift für Pädagogik
Place of publication:Weinheim
Document Type:Article
Year of first Publication:2015
Year of Completion:2015
Release Date:2017/03/27
Tag:Competencies; Physics; Professional Knowledge; Student Teachers; Validity
First Page:55
Last Page:79
Organizational units:Mathematisch-Naturwissenschaftliche Fakultät / Institut für Physik und Astronomie
Peer Review:Referiert