10 SES 14 C, Teacher Professional Knowledge Development: the Linkage between General and Specific Pedagogical Knowledge (Part 2)
Symposium: continued from 10 SES 13 C
B105 Sala de Aulas
Teachers’ professional knowledge is assumed to be an essential variable for effective teaching. Nevertheless, the question as to whether the three dimensions content knowledge (CK), pedagogical content knowledge (PCK) and pedagogical knowledge (PK) form distinct areas or one construct remains. The Magnusson model and the model from Gess-Newsome see PCK not distinct from the other dimensions. In contrast Baumert & Kunter`s model designates three distinct dimensions. The connection between these dimensions is usually checked with correlations. To investigate the connections in this study furthermore a multidimensional Rasch-analysis were used to find the best fitted model. Therefor a model-based physics oriented CK and PCK tests and a PK test were developed and used with N=279 physics teachers. The tests were validated and show good reliability. The results of a multidimensional Rasch-Analysis indicate a clear distinction in the dimensions. CK and PCK correlate with r=.453, p
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