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A new instrument for measuring preservice biology teachers' pedagogical content knowledge: The PCK-IBI
Großschedl, J., Welter, V., Harms, U.

A new instrument for measuring preservice biology teachers' pedagogical content knowledge: The PCK-IBI

Journal of Research in Science Teaching. DOI: 10.1002/tea.21482, Open Access

Teachers' pedagogical content knowledge (PCK) is highly important for effective design and implementation of school teaching. Thus, the current status, development and efficacy of this knowledge, its relationships with teaching quality parameters, and its impact on students' learning processes and success, require rigorous examination. Thoroughly validated, objective and reliable test instruments that are highly sensitive to changes in variables of proven knowledgerelated relevance in teacher education are also required. Previous attempts to design such instruments for assessing science teachers' PCK have largely focused on mathematical content. Therefore, here we present an instrument (the pedagogical content knowledge in biology inventory, PCKIBI), based on conceptualizations of teachers' professional competence, for assessing secondary school preservice biology teachers' PCK. In a series of three evaluations and refinements it was tested with samples of N=274 and N=432 German preservice as well as one sample of n=65 German preservice and n=35 German inservice biology teachers. Item analysis, scale analysis and empirically obtained indicators of validity suggest that the final 34itemversion of the PCKIBI is unidimensional, provides objective test scores and enables reliable and valid registration of preservice biology teachers' PCK. Thus, hypotheses regarding specific aspects of the model on which the PCKIBI's construction is based on are empirically supported. The results of our study provide empirical support for the instrument's potential utility.