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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 Leutner, Detlev Kunter, Mareike
Lohse-Bossenz, Hendrik
Kunina-Habenicht, Olga
Dicke, Theresa
Leutner, Detlev
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.
Keywords
Date
2015
Type
Journal article
Journal
Studies in Educational Evaluation
Book
Volume
44
Issue
Page Range
36-49
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled