• Daniela Mahler
  • Julia Arnold
Digital technologies can—if meaningfully integrated into the lessons—promote learning. However, whether the potentials of digital technologies are actually used in the regular classroom depends to a relevant degree on the teacher and his or her willingness to do so. One important factor for this willingness is the teachers’ academic self-concept related to technological pedagogical content knowledge (TPACK). In order to understand the construct in its depth and to be able to assess the success of interventions in teacher education, the valid and reliable measurement of the academic self-concept related to technological pedagogical content knowledge is important. In this article, the MaSter-Bio is presented as a measurement instrument for the academic self-concept related to technological pedagogical content knowledge of prospective biology teachers. In its development, the current research on academic self-concept and technological pedagogical content knowledge, the usability in German-speaking countries, and a specific refinement for biology teaching were taken into account. Reliability and validity were tested on a sample of 403 prospective biology teachers. The instrument reliably measures the seven hypothesized subscales of the construct and provides sufficient evidence for discriminant and convergent validity.
Translated title of the contributionMaSter-Bio: Measurement instrument for the academic self-concept on technology-related professional knowledge of prospective biology teachers
Original languageGerman
Article number3
JournalZeitschrift für Didaktik der Naturwissenschaften
Volume28
Number of pages16
ISSN0949-1147
DOIs
Publication statusPublished - 12.2022
No renderer: handleNetPortal,dk.atira.pure.api.shared.model.researchoutput.ContributionToJournal

    Research areas

  • Professional competencies of pre-school and school teachers - Academic self-concept, TPACK, Validation, Questionnaire, Biology teachers

ID: 1586544