Teachers' knowledge about psychology: Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Teachers' knowledge about psychology : Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior. / Lohse-Bossenz, Hendrik; Kunina-Habenicht, Olga; Dicke, Theresa et al.
in: Studies in Educational Evaluation, Jahrgang 44, 01.03.2015, S. 36-49.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Teachers' knowledge about psychology
T2 - Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior
AU - Lohse-Bossenz, Hendrik
AU - Kunina-Habenicht, Olga
AU - Dicke, Theresa
AU - Leutner, Detlev
AU - Kunter, Mareike
PY - 2015/3/1
Y1 - 2015/3/1
N2 - In teacher education the integration of theory and practice is extensively debated. Empirical evidence, however, is scarce. Therefore, this study presents a test tapping teacher candidates' theoretical knowledge about learning, development, and assessment. Based on an empirically defined content, 101 items were developed and administered to 3298 teacher candidates after university teacher education. After specifying a suitable item response model, structural analyses reveal that the predefined 3-dimensional provides reliable test scores. After controlling for individual characteristics, persons without university teacher education obtain lower scores for learning and development, which adds further validity evidence. Within a longitudinal design, knowledge predicts changes in instructional behavior. The results are discussed concerning future research on the interplay of theory and practice in teacher education.
AB - In teacher education the integration of theory and practice is extensively debated. Empirical evidence, however, is scarce. Therefore, this study presents a test tapping teacher candidates' theoretical knowledge about learning, development, and assessment. Based on an empirically defined content, 101 items were developed and administered to 3298 teacher candidates after university teacher education. After specifying a suitable item response model, structural analyses reveal that the predefined 3-dimensional provides reliable test scores. After controlling for individual characteristics, persons without university teacher education obtain lower scores for learning and development, which adds further validity evidence. Within a longitudinal design, knowledge predicts changes in instructional behavior. The results are discussed concerning future research on the interplay of theory and practice in teacher education.
KW - Teacher education
KW - Teacher evaluation
KW - Test development
KW - Theoretical knowledge
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=84923247829&partnerID=8YFLogxK
U2 - 10.1016/j.stueduc.2015.01.001
DO - 10.1016/j.stueduc.2015.01.001
M3 - Journal articles
AN - SCOPUS:84923247829
VL - 44
SP - 36
EP - 49
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
SN - 0191-491X
ER -