Teachers' content knowledge and pedagogical content knowledge. The role of structural differences in teacher education.

Autor/inn/en	Kleickmann, Thilo; Richter, Dirk; Kunter, Mareike; Elsner, Jürgen; Besser, Michael; Krauss, Stefan; Baumert, Jürgen
Titel	Teachers' content knowledge and pedagogical content knowledge. The role of structural differences in teacher education.
Quelle	In: Journal of teacher education, 64 (2013) 1, S. 90-106Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 103-106
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-4871; 1552-7816
DOI	10.1177/0022487112460398
Schlagwörter	Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Fachkenntnisse; Deutschland
Abstract	Pedagogical content knowledge (PCK) and content knowledge (CK) are key components of teacher competence that affect student progress. However, little is known about how teacher education affects the development of CK and PCK. To address this question, [a] research group constructed tests to directly assess mathematics teachers' CK and PCK. Based on these tests, [the authors] compared the PCK and CK of four groups of mathematics teachers at different points in their teaching careers in Germany. Confirmatory factor analyses showed that PCK and CK measurement was satisfactorily invariant across the teacher populations considered. As expected, the largest differences in CK and PCK were found between the beginning and the end of initial teacher education. Differences in the structures of teacher education were reasonably well reflected in participants' CK and PCK. (Verlag).
Erfasst von	Max-Planck-Institut für Bildungsforschung, Berlin
Update	2013/4