Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and Learning Opportunities

Autor/inn/en	Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute
Titel	Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and Learning Opportunities
Quelle	In: International Journal of Science Education, 36 (2014) 14, S.2335-2366 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.923949
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; Secondary School Teachers; Curriculum Development; Item Response Theory; Correlation; Educational Opportunities; Teacher Education; Faculty Development; Statistical Analysis; Regression (Statistics); Biology; Science Instruction; Teaching Experience; Secondary School Students; Germany + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Item-Response-Theorie; Korrelation; Bildungsangebot; Bildungschance; Lehrerausbildung; Lehrerbildung; Statistische Analyse; Regression; Regressionsanalyse; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Deutschland
Abstract	Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (r[subscript latent]?=?0.70). The latent correlations between content knowledge and pedagogical content knowledge (r[subscript latent] =?0.48)--and curricular knowledge, respectively (r[subscript latent]?=?0.35)--are moderate to low (all ps?<?0.001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10