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 -