DOI

  • Thilo Kleickmann
  • Jörg Großschedl
  • Ute Harms
  • Aiso Heinze
  • Stefanie Herzog
  • Friederike Hohenstein
  • Olaf Köller
  • Jochen Kröger
  • Anke Lindmeier
  • Carolin Loch
  • Daniela Mahler
  • Jens Möller
  • Knut Neumann
  • Ilka Parchmann
  • Mirjam Steffensky
  • Vahide Taskin
  • Friederike Zimmermann
Translated title of the contributionProfessional knowledge of pre-service mathematics and science teachers - Test construction in the project KiL
Professional knowledge of teachers that includes content knowledge, pedagogical content knowledge, and pedagogical knowledge is a key target of initial teacher education. However, only little is known about the development of professional knowledge on behalf of pre-service teachers, and about individual and institutional conditions of that development. In order to address these questions, tests are needed that assess pre-service teachers’ professional knowledge. Therefore, the project KiL aims at constructing tests that tap content knowledge, pedagogical content knowledge, and pedagogical knowledge of prospective science and mathematics teachers. This article describes the test construction and results of a pilot study with 1240 pre-service teachers from 12 universities in Germany.
Original languageGerman
JournalUnterrichtswissenschaft
Volume42
Issue3
Pages (from-to)280-288
Number of pages9
ISSN0340-4099
DOIs
StatePublished - 2014

    Research areas

  • Educational assessment/measurements - content knowledge, pedagogical content knowledge, pedagogical knowledge, psychological knowledge, initial teacher education, test construction

ID: 502268