Development of Items for a Pedagogical Content Knowledge Test Based on Empirical Analysis of Pupils' Errors

Jüttner, Melanie; Neuhaus, Birgit J.

doi:10.1080/09500693.2011.606511

Cited by 42 publications

(42 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is also a lack of larger sample size studies to explore the pattern of teachers' predictions of students' conceptions. Jüttner and Neuhaus (2012) suggested there is value in developing PCK instruments for measuring teachers' knowledge of students' errors and ways for dealing with them.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The aim of this study was to explore (a) the differences between experienced inservice and novice preservice elementary school science teachers' topic-specific CK and (b) the first step of these teachers' PCK learning progression about a well-documented idea in a city with rich educational resources, Greater Taipei. These teachers' conceptions about electric circuits and their predictions of the students' prior knowledge about electric circuits are assumed to be the indicators of the teachers' topic-specific CK and PCK, which can be investigated by established tests and surveys and are suggested by some researchers (Lin, 2016b;Jüttner & Neuhaus, 2012;Sadler, Sonnert, Coyle, Cook-Smith, & Miller, 2013). This study used a web-based confidence State of the literature  Understanding students' prior conceptions is the first step for developing science teachers' learning progression of PCK, but there is a lack of larger sample size studies to explore the pattern of teachers' predictions of students' conceptions.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

Lin

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and data collection technique were involved to purposeful collect samples totalling of 76 experienced teachers, 85 preservice teachers, and 438 students. Confidence assessment was used to assist in identifying alternative conceptions. Results indicated the experienced teachers possessed more acceptable CK with higher confidence than the preservice teachers. However, both groups' predictions of students' conceptions about electric circuits were not significantly different in two-thirds of the test items, and their learning experiences were the main source used to predict students' preconceptions. This study suggests establishing science teacher qualification to enhance preservice teachers' CK, and helping both preservice and inservice teachers become aware of their students' preconceptions were needed.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

Lin

2016

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Different characteristics and abilities are described to be necessary for effective teaching [4]. Currently, the aspect of professional knowledge is an emphasized object of research (e.g., [5][6][7][8][9][10][11][12][13][14][15][16]). However, being an effective teacher takes more than just having professional knowledge.…”

Section: Introductionmentioning

confidence: 99%

Opportunities to Learn for Teachers’ Self‐Efficacy and Enthusiasm

Mahler

Großschedl

Harms

2017

Education Research International

View full text Add to dashboard Cite

The aim of this study was to identify opportunities to learn for teachers' motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Selfefficacy covers the belief of an individual that he or she is capable of performing required behaviors to produce a desired outcome. Teacher enthusiasm is an affective teacher orientation that is related to a specific subject and to teaching this specific subject. Different opportunities to learn are considered for teachers' motivational orientations. Since teacher education particularly focuses on the acquisition of professional knowledge, we added a further exploratory focus to the study and investigated the relationships between motivational orientations and professional knowledge (content knowledge and pedagogical content knowledge). 134 biology teachers participated in the study. The results reveal that teacher education at university, the attendance in professional development courses, and self-study provide opportunities to learn for self-efficacy and enthusiasm for teaching the subject. Moreover, we found self-efficacy and subject-specific enthusiasm to be positively related to pedagogical content knowledge.

show abstract

“…We have therefore developed biology-specific test instruments measuring teachers' PCK. It includes items pertaining to the topics of plants, vertebrates, and neurobiology (Jüttner, Boone, Park, & Neuhaus, 2013;Jüttner & Neuhaus, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Thus, the proposed work focuses on a special method --Think-Aloud Interviews‖ to measure the validity of various items that were used to measure the PCK test (Jüttner & Neuhaus, 2012;Jüttner, 2013).…”

Section: Introductionmentioning

confidence: 99%

Validation of a Paper-and-Pencil Test Instrument Measuring Biology Teachers’ Pedagogical Content Knowledge by Using Think-Aloud Interviews

Jüttner

Neuhaus

2013

Journal of Education and Training Studies

Self Cite

View full text Add to dashboard Cite

The topic of ‗teacher professionalism' is one of the most crucial ones in quality education research. It has a potential to generate results that could inform and hence enhance the practice in classrooms. Thus, research in this field needs reliable instruments to measure the professional knowledge of our teachers to be able to generate reliable results for our research problems. Not many instruments have been developed with regard to this topic. At the same time, an adequate validation of the instrument developed is often missing (Schilling & Hill, 2007). Hence, in a bigger project ProwiN (German acronym for professional knowledge of science teachers), test instruments for measuring science teachers' pedagogical, pedagogical content and content knowledge (PK, PCK, and CK) were developed for the subjects biology, chemistry and physics. The present study tested the validity of some of these items which were used to measure the pedagogical content knowledge (PCK) of biology teachers. These items focused on measuring teachers' professional knowledge by analyzing 1) teachers' knowledge about student understanding (or lack of understanding) of several topics in biology and 2) knowledge about instructional strategies like the use of models or experiments. The content validity of these instruments was examined by think-aloud interviews with American and German Biology teachers (N=11). This study shows a high content validity for these items. Furthermore, this paper demonstrates the scope for adapting the conceptual framework of these items to measure biology teachers' PCK in other countries.

show abstract

Development of Items for a Pedagogical Content Knowledge Test Based on Empirical Analysis of Pupils' Errors

Cited by 42 publications

References 46 publications

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

A Comparison of Experienced and Preservice Elementary School Teachers’ Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

Opportunities to Learn for Teachers’ Self‐Efficacy and Enthusiasm

Validation of a Paper-and-Pencil Test Instrument Measuring Biology Teachers’ Pedagogical Content Knowledge by Using Think-Aloud Interviews

Contact Info

Product

Resources

About