Preservice Teachers’ Professional Knowledge and Its Relation to Academic Self-Concept

Paulick, Isabell, Großschedl, Jörg, Harms, Ute and Möller, Jens (2016) Preservice Teachers’ Professional Knowledge and Its Relation to Academic Self-Concept Journal of Teacher Education, 67 (3). pp. 173-182. DOI 10.1177/0022487116639263.

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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.

Document Type: Article
Keywords: preservice teacher education, science teacher education, teacher knowledge
Research affiliation: Kiel University > Kiel Marine Science
OceanRep > Leibniz-Institut für Meereswissenschaften
OceanRep > The Future Ocean - Cluster of Excellence
Kiel University
Refereed: Yes
DOI etc.: 10.1177/0022487116639263
ISSN: 0022-4871
Date Deposited: 18 Dec 2017 12:31
Last Modified: 03 Jun 2019 14:58

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