• Aiso Heinze
  • Anika Dreher
  • Anke Lindmeier
  • Carolin Niemand
Educational research has introduced different models for the professional knowledge of (pre-service) teachers. Existing studies show major differences regarding the construct of content knowledge, which is often conceptualized based on school subject knowledge and varies with respect to academic content knowledge. The latter indicates that the question of what content knowledge teachers need has yet to be resolved. This question is particularly relevant from the perspective of teacher education at universities, since pre-service teachers for secondary schools are usually taught academic content knowledge. In this article we suggest a model of the discipline-specific teacher knowledge that includes pedagogical content knowledge (PCK) alongside two constructs of content knowledge: academic content knowledge (CK) and school-related content knowledge (SRCK). Findings from two studies for the subject area mathematics confirm that the components are empirically separable and that the three-dimensional model is superior to the two-dimensional model (CK, PCK). Moreover, the new construct SRCK holds potential for the investigation of the knowledge of pre-service teachers.
Translated title of the contributionAcademic vs school-related content knowledge: A differentiated model of discpline-specific teacher knowledge of pre-service secondary mathematics teachers
Original languageGerman
JournalZeitschrift für Erziehungswissenschaft
Issue number2
Pages (from-to)329-349
Number of pages21
Publication statusPublished - 11.07.2016

    Research areas

  • Aims and models - Content knowledge of pre-service secondary teachers, Professional content knowledge, Subject-specific professional knowledge

ID: 633302