Die Bedeutung des pädagogisch-psychologischen Wissens für die Qualität der Klassenführung und den Lernzuwachs der Schüler/innen im Physikunterricht

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In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N = 993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement.

Translated title of the contributionThe importance of pedagogical knowledge for classroom management and for students’ achievement
Original languageGerman
JournalZeitschrift für Erziehungswissenschaft
Issue number1
Pages (from-to)211-233
Number of pages23
Publication statusPublished - 01.03.2016
Externally publishedYes

    Research areas

  • Educational science
  • Classroom management, Instructional quality, Mediation-model, Pedagogical professional knowledge, Professional knowledge