Session Information
09 SES 07 B, Issues in Test Construction and Validation
Paper Session
Contribution
In Europe, we are currently witnessing renewed enthusiasm for output-oriented control of teacher education. This becomes obvious when looking at the competency-based teacher standards of the various phases of professionalization. However, the current state of research shows that the assessment of teachers’ competencies has not developed alongside this enthusiasm (Kuhn & Zlatkin-Troitschanskaia 2011). Although theoretical models of professional competence among future and experienced teachers are consolidating more and more and although empirical foundations have been layed especially for teachers of STEM subjects (e.g. Ball, Hill & Bass 2005; Rohaan, Taconis & Jochems 2009), there is still a need for valid and reliable measurement instruments in most other subjects of teaching. The quality of measurement instruments is of crucial importance as it largely determines the quality of the associated analyses and results (Klieme, Hartig & Rauch 2008).
The present research project – which is funded by the German Federal Ministry of Education and Research – focuses on developing and validating a test instrument for the assessment of teachers’ pedagogical content knowledge in the field of business and economics (B&E). Research on the concept of pedagogical content knowledge was introduced mainly by Shulman (1986, 1987), but the definition was either too vague for empirical assessment, or, in more recent renderings, it was limited to certain domains, such as science and mathematics (see e.g. Park & Oliver 2008). In general, teachers´ professional competence is described as a combination of motivational orientation and cognitive components (Weinert 2001). According to a working definition provided by Klieme et al. (2008), “competence” can be restricted to cognitive dispositions that are context-specific, learnable, and related to practical situations. Following this definition, pedagogical content knowledge has to be considered as a part of a teacher’s cognitive disposition that is relevant to teaching a specific subject (in this case B&E).
Having identified the theoretical framework and objectives, the paper will address the following research questions. (1) How can we conceptualize the structure of the pedagogical content knowledge of B&E teachers? (2) How can this domain-specific model be translated into a valid and reliable measurement instrument that assesses pedagogical content knowledge of B&E teachers in various phases of professionalization?
Method
Expected Outcomes
References
Ball, D., Hill, H. & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(1), pp. 14-46. Bromme, R. (1995). What exactly is pedagogical content knowledge? Critical remarks regarding a fruitful research program. In S. Hopmann & K. Riquarts (Eds.), Didaktik and/or curriculum. (pp. 205-216). Kiel: IPN Schriftenreihe. Klieme, E., Hartig, J. & Rauch, D. (2008). The Concept of Competence in Educational Contexts. In E. Klieme, J. Hartig & D. Leutner (Eds.), Assessment of Competences in Educational Contexts. (pp. 3-22). Washington: Hogrefe & Huber. Kuhn, C. & Zlatkin-Troitschanskaia, O. (2011). Assessment of competencies among university students and graduates – analyzing the state of research and perspectives. Johannes Gutenberg University Mainz: Working Paper Business Education, 59. Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261-284. Rohaan, E., Taconis, R. & Jochems, W. (2009). Measuring teachers' pedagogical content knowledge in primary technology education. Research in Science & Technological Education, 27 (3), pp. 327–338. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), pp. 4-14. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, pp. 1-22. Weinert, F. E. (2001). Concept of competence: A conceptual clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and selecting key competencies (pp. 45–65). Seattle: Hogrefe & Huber.
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