Modeling and Measurement of Professional Knowledge in Physics Teacher Training

被引：0

作者：

Riese, Josef ^{[1
]}

Kulgemeyer, Christoph ^{[2
]}

Zander, Simon ^{[3
]}

Borowski, Andreas ^{[4
]}

Fischer, Hans E. ^{[5
]}

Gramzow, Yvonne ^{[1
]}

Reinhold, Peter ^{[1
]}

Schecker, Horst ^{[2
]}

Tomczyszyn, Elisabeth ^{[2
]}

机构：

[1] Univ Paderborn, AG Didakt Phys, D-33098 Paderborn, Germany

[2] Univ Bremen, Inst Didakt Nat Wissensch, Abt Phys Didakt, D-28359 Bremen, Germany

[3] Univ Duisburg Essen, Phys Didakt, D-45141 Essen, Germany

[4] Univ Potsdam, AG Didakt Phys, D-14476 Potsdam, Germany

[5] Univ Duisburg Essen, Lehrstuhl Didakt Phys, D-45141 Essen, Germany

来源：

ZEITSCHRIFT FUR PADAGOGIK | 2015年

关键词：

Professional Knowledge; Student Teachers; Physics; Competencies; Validity; COMPETENCE;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

For improving teacher education, there has been an increasing interest in describing teachers' professional competencies and their development in the course of implementing educational programs. The focus of the present project is on modeling and measuring domain-specific and generic competencies that future physics teachers acquire during their university studies. The model comprises characteristics and relationships between physics content knowledge, pedagogical content knowledge, and skills for explaining physics phenomena. Based on the model, assessment instruments were developed and applied as paper-and-pencil-tests and videotaped expert-novice dialogues for measuring the competencies in a large sample of physics student teachers. Trials and validation suggest that our instruments are valid in terms of content and construct validities.

引用

页码：55 / 79

页数：25

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