Teachers' knowledge about psychology: Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior

Journal article

Lohse-Bossenz, Hendrik, Kunina-Habenicht, Olga, Dicke, Theresa, Leutner, Detlev and Kunter, Mareike. (2015). Teachers' knowledge about psychology: Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior. Studies in Educational Evaluation. 44, pp. 36 - 49. https://doi.org/10.1016/j.stueduc.2015.01.001
AuthorsLohse-Bossenz, Hendrik, Kunina-Habenicht, Olga, Dicke, Theresa, Leutner, Detlev and Kunter, Mareike
Abstract

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.

Year2015
JournalStudies in Educational Evaluation
Journal citation44, pp. 36 - 49
ISSN0191-491X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.stueduc.2015.01.001
Page range36 - 49
Research GroupInstitute for Positive Psychology and Education
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Reducing reality shock: The effects of classroom management skills training on beginning teachers
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Beginning teachers' efficacy and emotional exhaustion : Latent changes, reciprocity, and the influence of professional knowledge
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Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates
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