Putting educational knowledge of prospective teachers to the test: Further development and validation of the bilwiss test

M. Kunter; O. Kunina-Habenicht; D. Holzberger; Detlev Leutner; C. Maurer; Tina Seidel; K. Wolf

doi:10.1007/978-3-658-27886-1_2

Putting educational knowledge of prospective teachers to the test: Further development and validation of the bilwiss test

Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet

Standard

Putting educational knowledge of prospective teachers to the test : Further development and validation of the bilwiss test. / Kunter, M.; Kunina-Habenicht, O.; Holzberger, D. et al.

Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results. Hrsg. / Olga Zlatkin-Troitschanskaia; Hans Anand Pant; Miriam Toepper; Corinna Lautenbach. Wiesbaden : Springer Fachmedien Wiesbaden GmbH, 2020. S. 9-28.

Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet

Harvard

Kunter, M, Kunina-Habenicht, O, Holzberger, D, Leutner, D, Maurer, C, Seidel, T & Wolf, K 2020, Putting educational knowledge of prospective teachers to the test: Further development and validation of the bilwiss test. in O Zlatkin-Troitschanskaia, HA Pant, M Toepper & C Lautenbach (Hrsg.), Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results. Springer Fachmedien Wiesbaden GmbH, Wiesbaden, S. 9-28. https://doi.org/10.1007/978-3-658-27886-1_2

APA

Kunter, M., Kunina-Habenicht, O., Holzberger, D., Leutner, D., Maurer, C., Seidel, T., & Wolf, K. (2020). Putting educational knowledge of prospective teachers to the test: Further development and validation of the bilwiss test. in O. Zlatkin-Troitschanskaia, H. A. Pant, M. Toepper, & C. Lautenbach (Hrsg.), Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results (S. 9-28). Springer Fachmedien Wiesbaden GmbH. https://doi.org/10.1007/978-3-658-27886-1_2

Vancouver

Kunter M, Kunina-Habenicht O, Holzberger D, Leutner D, Maurer C, Seidel T et al. Putting educational knowledge of prospective teachers to the test: Further development and validation of the bilwiss test. in Zlatkin-Troitschanskaia O, Pant HA, Toepper M, Lautenbach C, Hrsg., Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results. Wiesbaden: Springer Fachmedien Wiesbaden GmbH. 2020. S. 9-28 doi: 10.1007/978-3-658-27886-1_2

Bibtex

@inbook{a4164532f94c46938a1e9d05f49c634a,

title = "Putting educational knowledge of prospective teachers to the test: Further development and validation of the bilwiss test",

abstract = "Teachers{\textquoteright} generic educational knowledge theoretically constitutes an aspect of their professional competence. However, empirical evidence for its importance for teachers{\textquoteright} daily practice is scarce. In this chapter, we describe findings from the BilWiss research program, which aimed to investigate the development and relevance of the type of generic educational knowledge typically addressed in universityteacher education. We developed a standardized test that assesses generic knowledge in the following six domains: learning and development, instruction, assessment, educational theory (and history), school system and educational policy, and the teaching profession. We present findings from a series of studies that (a) provide evidence for the validity of the test score interpretations and (b) prove the predictive value of this test for diverse professional activities. These results are discussed regarding their theoretical andpractical implications for teacher education.",

keywords = "Assessment, Educational knowledge, Knowledge test; validity, Pedagogical knowledge, Teacher education, Test development, Psychology, Educational science",

author = "M. Kunter and O. Kunina-Habenicht and D. Holzberger and Detlev Leutner and C. Maurer and Tina Seidel and K. Wolf",

year = "2020",

month = jan,

day = "1",

doi = "10.1007/978-3-658-27886-1_2",

language = "English",

isbn = "9783658278854",

pages = "9--28",

editor = "Olga Zlatkin-Troitschanskaia and Pant, {Hans Anand} and Miriam Toepper and Corinna Lautenbach",

booktitle = "Student Learning in German Higher Education",

publisher = "Springer Fachmedien Wiesbaden GmbH",

address = "Germany",

}

RIS

TY - CHAP

T1 - Putting educational knowledge of prospective teachers to the test

T2 - Further development and validation of the bilwiss test

AU - Kunter, M.

AU - Kunina-Habenicht, O.

AU - Holzberger, D.

AU - Leutner, Detlev

AU - Maurer, C.

AU - Seidel, Tina

AU - Wolf, K.

PY - 2020/1/1

Y1 - 2020/1/1

N2 - Teachers’ generic educational knowledge theoretically constitutes an aspect of their professional competence. However, empirical evidence for its importance for teachers’ daily practice is scarce. In this chapter, we describe findings from the BilWiss research program, which aimed to investigate the development and relevance of the type of generic educational knowledge typically addressed in universityteacher education. We developed a standardized test that assesses generic knowledge in the following six domains: learning and development, instruction, assessment, educational theory (and history), school system and educational policy, and the teaching profession. We present findings from a series of studies that (a) provide evidence for the validity of the test score interpretations and (b) prove the predictive value of this test for diverse professional activities. These results are discussed regarding their theoretical andpractical implications for teacher education.

AB - Teachers’ generic educational knowledge theoretically constitutes an aspect of their professional competence. However, empirical evidence for its importance for teachers’ daily practice is scarce. In this chapter, we describe findings from the BilWiss research program, which aimed to investigate the development and relevance of the type of generic educational knowledge typically addressed in universityteacher education. We developed a standardized test that assesses generic knowledge in the following six domains: learning and development, instruction, assessment, educational theory (and history), school system and educational policy, and the teaching profession. We present findings from a series of studies that (a) provide evidence for the validity of the test score interpretations and (b) prove the predictive value of this test for diverse professional activities. These results are discussed regarding their theoretical andpractical implications for teacher education.

KW - Assessment

KW - Educational knowledge

KW - Knowledge test; validity

KW - Pedagogical knowledge

KW - Teacher education

KW - Test development

KW - Psychology

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85089318353&partnerID=8YFLogxK

U2 - 10.1007/978-3-658-27886-1_2

DO - 10.1007/978-3-658-27886-1_2

M3 - Chapter

AN - SCOPUS:85089318353

SN - 9783658278854

SP - 9

EP - 28

BT - Student Learning in German Higher Education

A2 - Zlatkin-Troitschanskaia, Olga

A2 - Pant, Hans Anand

A2 - Toepper, Miriam

A2 - Lautenbach, Corinna

PB - Springer Fachmedien Wiesbaden GmbH

CY - Wiesbaden

ER -

Weitere Publikationen dieser Person(en)

Temporal development of student burnout symptoms: Sociodemographic differences and linkage to university dropout intentions

Turhan, D., Scheunemann, A., Schnettler, T., Bäulke, L., Thies, D. O., Dresel, M., Fries, S., Leutner, D., Wirth, J. & Grunschel, C., 01.04.2023, in: Contemporary Educational Psychology. 73, 13 S., 102185.