• Jörg Großschedl
  • Daniela Mahler
  • Thilo Kleickmann
  • Ute Harms
Teachers’ content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent = .70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent = .48)—and curricular knowledge, respectively (rlatent = .35)—are moderate to low (all ps < .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.
Original languageEnglish
JournalInternational Journal of Science Education
Volume36
Issue14
Pages (from-to) 2335-2366
Number of pages32
ISSN0950-0693
DOIs
StatePublished - 2014

    Research areas

  • Research in teaching and learning - Content-related knowledge, Pedagogical content knowledge, Curricular knowledge, Learning opportunities, Multi-dimensional Rasch analysis

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