Universität zu Köln

Klemenz, Stefan and Koenig, Johannes (2019). Modeling Proficiency Levels of Pre-Service Teachers' Pedagogical Knowledge: On the criterial description of cross-subject teacher education outcomes. Z. Padagog., 65 (3). S. 355 - 378. WEINHEIM: VERLAG JULIUS BELTZ. ISSN 0044-3247

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Abstract

The modelling of proficiency levels using criterion-based interpretations is rarely used in current teacher education research although it is considered to be more appropriate to describe outcomes than normative statements. However, standard-based teacher education requires information about the precise abilities of pre-service teachers. Only then can concrete statements be made about which persons have which competences. This article investigates how proficiency levels of pre-service teachers' pedagogical knowledge can be modelled. Pedagogical knowledge is assessed via a standardized paper-and-pencil test that was developed in the TEDS-M study. We examine a sample of 1451 future teachers from German and Austrian universities and teacher training colleges, The description of proficiency levels follows a method that predicts item difficulty by item attribute. The item attributes complexity of cognitive processes and terminological requirements are integrated into the model. They explain a large part of the variance in item difficulties. A frequency distribution of pre-service teachers differentiated by period of training supports our expectations. We found evidence supporting the construct validity of the model and its sensitivity to change.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Klemenz, Stefan UNSPECIFIED UNSPECIFIED UNSPECIFIED Koenig, Johannes UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-148946
Journal or Publication Title:	Z. Padagog.
Volume:	65
Number:	3
Page Range:	S. 355 - 378
Date:	2019
Publisher:	VERLAG JULIUS BELTZ
Place of Publication:	WEINHEIM
ISSN:	0044-3247
Language:	German
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language FUTURE TEACHERS; COMPETENCE; ACQUISITION; VALIDATION; STANDARDS; GERMANY Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/14894