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Does it Matter What We Measure? Domain-specific Professional Knowledge of Physics Teachers
| Content Provider | Semantic Scholar |
|---|---|
| Author | Cauet, Eva Liepertz, Sven Borowski, Andreas Fischer, Hans Armin |
| Copyright Year | 2015 |
| Abstract | Can we be confident that extensively validated tests for teachers on their professional knowledge actually measure what matters for effective teaching? This study investigated the relations between physics teachers’ domain-specific professional knowledge, students’ cognitive activation – as a measure for the quality of instruction in each of the teachers’ classrooms – and the achievement of their students using multi-level analysis. Neither teachers’ content knowledge (CK) nor their pedagogical content knowledge (PCK) correlated significantly with their support of students’ cognitive activation in the classroom; nor did their professional knowledge explain any variance of student learning gains. While these results have to be interpreted carefully for various reasons, they question in particular the validity of the PCK test, which is dealing with content accepted in the community, but normatively set. Moreover, the findings of this study emphasize the importance of connecting professional knowledge to classroom and student variables in order to prove that what tests measure matters for effective teaching. (DIPF/Orig.) Kann man davon ausgehen, dass aufwendig validierte Professionswissenstests Wissen messen, das auch wirklich relevant fur effektives Unterrichten ist? In dieser Studie werden Zusammenhange zwischen Fachwissen (CK) und fachdidaktischem Wissen (PCK) von Physiklehrkraften, der kognitiven Aktivierung der Lernenden (als Mas fur die Qualitat des Unterrichts der Lehrkrafte) und der Leistung der von ihnen unterrichteten Schulerinnen und Schuler in einer Mehrebenenanalyse untersucht. CK und PCK der Lehrkrafte korrelierte weder signifikant mit der kognitiven Aktivierung, noch erklarte es Varianz in den Schulerleistungszuwachsen. Obwohl diese Ergebnisse vorsichtig interpretiert werden mussen, stellen sie insbesondere die Validitat des PCK-Tests in Frage, der auf in der Forschung breit akzeptierten, aber normativ gesetzten Wissens facetten basiert. Daruber hinaus unterstreichen die Befunde, wie wichtig es ist, Bezuge zwischen Professionswissen, Unterricht und Schulervariablen herzustellen, um die Relevanz des gemessenen Wissens nachzuweisen. (DIPF/Orig.) |
| Starting Page | 462 |
| Ending Page | 479 |
| Page Count | 18 |
| File Format | PDF HTM / HTML |
| DOI | 10.24452/sjer.37.3.4963 |
| Volume Number | 37 |
| Alternate Webpage(s) | https://www.pedocs.de/volltexte/2017/12746/pdf/SZBW_2015_3_Cauet_et_al_Does_it_matter_what_we_measure.pdf |
| Alternate Webpage(s) | https://doi.org/10.24452/sjer.37.3.4963 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
