Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

Autor/inn/en	Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens
Titel	Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept
Quelle	In: Journal of Teacher Education, 67 (2016) 3, S.173-182 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487116639263
Schlagwörter	Preservice Teachers; Pedagogical Content Knowledge; Knowledge Base for Teaching; Teacher Education; Factor Structure; Secondary School Teachers; Self Concept Measures; Foreign Countries; Factor Analysis; Biology; Physics; Statistical Analysis; Goodness of Fit; Correlation; Science Teachers; Scores; Questionnaires; Germany + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerausbildung; Lehrerbildung; Faktorenstruktur; Ausland; Faktorenanalyse; Biologie; Physik; Statistische Analyse; Korrelation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fragebogen; Deutschland
Abstract	We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their professional knowledge. The sample consisted of N = 631 German preservice secondary teachers in biology and physics. To analyze the factorial structure of the academic self-concept, we applied confirmatory factor analyses (CFAs) and compared different models of complexity. Results confirmed that preservice teachers' academic self-concept is empirically separable into CK, PCK, and PPK. Furthermore, the self-concept scales were positively related to the corresponding test scores in the professional knowledge domains. Our results revealed that preservice teachers' academic self-concept is differentiated at a very early state of teacher education and reflects CK, PCK, and PPK performance. Hence, self-concept measures seem to provide an alternative means to assess preservice teachers' professional knowledge in comparison with traditional performance measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01