DOI

  • Isabell Paulick
  • Jörg Großschedl
  • Ute Harms
  • Jens Möller
We investigated the factorial structure of preservice teachers’ academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers’ academic self-concept and their professional knowledge. The sample consisted of N = 631 German preservice secondary teachers in biology and physics. To analyze the factorial structure of the academic self-concept, we applied confirmatory factor analyses (CFAs) and compared different models of complexity. Results confirmed that preservice teachers’ academic self-concept is empirically separable into CK, PCK, and PPK. Furthermore, the self-concept scales were positively related to the corresponding test scores in the professional knowledge domains. Our results revealed that preservice teachers’ academic self-concept is differentiated at a very early state of teacher education and reflects CK, PCK, and PPK performance. Hence, self-concept measures seem to provide an alternative means to assess preservice teachers’ professional knowledge in comparison with traditional performance measures.
Original languageEnglish
JournalJournal of Teacher Education
Volume67
Issue number3
Pages (from-to)173-182
Number of pages10
ISSN0022-4871
DOIs
Publication statusPublished - 06.2016
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    Research areas

  • Research in teaching and learning - preservice teacher education, science teacher education, teacher knowledge

ID: 543712