Pedagogical professional knowledge of teachers: evaluation of the ProwiN test

Lenske, Gerlinde; Thillmann, Hubertina; Wirth, Joachim; Dicke, Theresa; Leutner, Detlev

doi:10.1007/s11618-015-0627-5

Cited by 31 publications

(21 citation statements)

References 31 publications

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“…In contrast to both knowledge facets described above, pedagogical-psychological knowledge is conceptualized as domain-general and comprises multiple aspects with regard to general aspects of teaching. Initially, classroom management is mentioned as a key sub-facet of pedagogical-psychological knowledge [5], yet within the frameworks of TEDS-M, COACTIV, and ProwiN, three additional sub-facets were introduced: general knowledge about instructional methods, performance assessment, and individual learning processes [35][36][37].…”

Section: Content-related Facets Of Knowledgementioning

confidence: 99%

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Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Förtsch

Sommerhoff²,

Fischer

et al. 2018

Education Sciences

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Professional knowledge is highlighted as an important prerequisite of both medical doctors and teachers. Based on recent conceptions of professional knowledge in these fields, knowledge can be differentiated within several aspects. However, these knowledge aspects are currently conceptualized differently across different domains and projects. Thus, this paper describes recent frameworks for professional knowledge in medical and educational sciences, which are then integrated into an interdisciplinary two-dimensional model of professional knowledge that can help to align terminology in both domains and compare research results. The models’ two dimensions differentiate between cognitive types of knowledge and content-related knowledge facets and introduces a terminology for all emerging knowledge aspects. The models’ applicability for medical and educational sciences is demonstrated in the context of diagnosis by describing prototypical diagnostic settings for medical doctors as well as for teachers, which illustrate how the framework can be applied and operationalized in these areas. Subsequently, the role of the different knowledge aspects for acting and the possibility of transfer between different content areas are discussed. In conclusion, a possible extension of the model along a “third dimension” that focuses on the effects of growing expertise on professional knowledge over time is proposed and issues for further research are outlined.

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Section: Content-related Facets Of Knowledgementioning

confidence: 99%

“…Therefore, it is described as "knowing when and why" [4]. Both procedural knowledge and conditional knowledge are described as specific for certain teaching situations [4] and were, thus, summarized as strategic knowledge, which is interpreted as an application-oriented knowledge [36].…”

Section: Types Of Professional Knowledge: Shulman's Model and Realizamentioning

confidence: 99%

Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Förtsch

Sommerhoff²,

Fischer

et al. 2018

Education Sciences

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show abstract

“…Voss et al (2011, p. 953) defined the following facets in an attempt 'to find a unifying conceptualization': 'knowledge of classroom management, knowledge of teaching methods, knowledge of classroom assessment, knowledge of learning processes, and knowledge of individual student characteristics'. For PK, knowledge about classroom management, teaching methods, individualization, and assessment/ feedback are facets of our model (Lenske, Thillmann, Leutner, & Wirth, 2015), as these seem to be core components of PK.…”

Section: Facetsmentioning

confidence: 99%

“…Table A1 in the Appendix presents a list of all the PCK items and their characteristics concerning the model. All the PCK items and the coding schemes for the example items of Figure 3 can be found in For declarative PK (PK d ), nine complex-multiple-choice questions were used; for conditional and procedural PK (PK cp ), different courses of action for 14 teaching situations have to be rated by the teachers (Lenske et al, 2015;Thillmann, 2010). Because the person reliability of the PK d test is not satisfactory, classical test scores were used (Cronbach's α PK_d = .90).…”

Section: Instrumentmentioning

confidence: 99%

Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge

Kirschner

Borowski

Fischer

et al. 2016

International Journal of Science Education

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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. ARTICLE HISTORY

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“…1 Dimensionen des pädagogischen Wissens und ihre zentralen Merkmale (Lenske et al 2015 Neuweg (2014) anforderungsnah und kontextualisiert -und damit prädiktiv valider -zu operationalisieren. 2.…”

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Pedagogical knowledge from the perspective of vocational education and training

Helm

Holtsch

2017

Z f Bildungsforsch

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Pedagogical knowledge from the perspective of vocational education and trainingStatus quo and suggestions for the definition of the construct Abstract In recent years, assessing (pedagogical) content knowledge has been very popular in vocational education and training (VET) research. Thus, central dimensions of teacher professionality have been studied. Although pedagogical knowledge (PK) represents an important facet of teacher competence, hardly any theoretical or empirical studies related to vocational domains exist. The present paper is dedicated to this desideratum by discussing the relevance of PK in VET from three perspectives. First, from the perspective of VET research, a systematic literature review identifies existing work on PK and analyses the specifics of PK in VET. Second, specific educational principles central and unique to VET education such as the "Lernfeldkonzept" are discussed. Third, a model of PK is presented that combines knowledge theory and domain specifics of VET such as workplace learning. On the basis of that model we suggest further research in order to validly measure PK in VET.Keywords Pedagogical knowledge · Vocational education and training · Systematic literature review 1 Einleitung

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Pedagogical professional knowledge of teachers: evaluation of the ProwiN test

Cited by 31 publications

References 31 publications

Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Developing and evaluating a paper-and-pencil test to assess components of physics teachers’ pedagogical content knowledge

Pedagogical knowledge from the perspective of vocational education and training

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