文章基本信息

标题：Measuring PCK – Discussing the Assessment of PCK-related Achievement in Science Teacher Training
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作者：Julia Kratz ; Julia Kratz ; Steffen Schaal 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2015
卷号：191
页码：1552-1559
DOI：10.1016/j.sbspro.2015.04.289
语种：English
出版社：Elsevier
摘要：AbstractPrimary school teachers often lack content (CK) and pedagogical content knowledge (PCK) in the domain of natural sciences. Therefore effective teacher training is needed and the outcomes have to be assessed. In this paper the validation of an assessment methodology is described as part of an interdisciplinary primary science teacher education program at the university level. A multi-perspective questionnaire using different formats was constructed. The internal consistency of the scales measuring general and topic-specific facets of PCK is adequate and the subcategories are stable. The domain-specific and interdisciplinary CK assessment tools are less consistent but include a wide content spectrum (bandwidth fidelity dilemma). The instruments could be used for science teacher education as well as for professional development.
关键词：pedagogical content knowledge;teacher training;primary science teacher education;professional development