Does it Matter What We Measure? Domain-specific Professional Knowledge of Physics Teachers
Bibliographic Data
| ID | 16968263 |
|---|---|
| Authors | Eva Cauet (0000-0003-0440-1306), Sven Liepertz (0000-0003-3656-1742), Andreas Borowski (0000-0002-9502-0420), Hans E Fischer |
| Year | 2018 |
| Volume | 37 |
| Issue | 3 |
| Pages | 463-480 |
| Publication date | 2018-09-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Swiss Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1424-3946 • E-ISSN: 2624-8492 |
| Publisher | University of Bern (PUBLISHER • CH) |
| DOI | 10.24452/sjer.37.3.4963 |
| OpenAlex | W2572672320 |
| Language | EN |
| Citations received | 9 |
| References cited | 10 |
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
Cognition · Mathematics education · Physics · Computer Science · Evaluation of Teaching Practices · Mathematics Education and Teaching Techniques · Psychology · Science Education and Pedagogy
Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2016
Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience
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The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning
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Mapping out the integration of the components of pedagogical content knowledge (PCK)
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Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK)
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Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
Knowledge and Teaching
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,9 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |