Assessing Teacher Candidates' General Pedagogical/Psychological Knowledge: Test Construction and Validation

Journal of Educational Psychology

Volumn 103, Issue 4, 2011, Pages 952-969

  Voss, Thamar ^a   Kunter, Mareike ^a   Baumert, Jürgen ^a  

^a MAX PLANCK INSTITUTE FOR HUMAN DEVELOPMENT   (Germany)

Author keywords

Instruction; Preservice teachers; Teacher education; Teacher knowledge; Test construction

Indexed keywords

EID: 82155170655     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0025125     Document Type: Article

References (111)

1. Standards for educational and psychological testing 2004, American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, American Educational Research Association, Washington, DC. 2nd ed.
2. Anderson L.W., Krathwohl D.R., Airasian P.W., Cruikshank K.A., Mayer R.E., Pintrich P.R., Wittrock M.C. A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives 2001, Addison Wesley Longman, New York, NY.
3. Aronson E., Patnoe S. The jigsaw classroom: Building cooperation in the classroom 1997, Addison Wesley Longman, New York, NY. 2nd ed.
4. Ball D.L. Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education 2000, 51:241-247. doi: 10.1177/0022487100051003013.
5. Ball D.L., Lubienski S.T., Mewborn D.S. Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. Handbook of research on teaching 2001, 433-456. American Educational Research Association, Washington, DC. 4th ed. V. Richardson (Ed.).
6. Barkley R.A. Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment 1998, Guilford Press, New York, NY. 2nd ed.
7. Baumert J., Blum W., Brunner M., Dubberke T., Jordan A., Klusmann U., Tsai Y.-M. Professionswissen von Lehrkräften, kognitiv aktivierender Mathematikunterricht und die Entwicklung von mathematischer Kompetenz (COACTIV): Dokumentation der Erhebungsinstrumente [Professional competence of teachers, cognitively activating instruction, and development of students' mathematical literacy (COACTIV): Scale documentation]. Materialien aus der Bildungsforschung Nr. 83 [Educational Research Material No. 83] 2008, Max-Planck-Institut für Bildungsforschung, Berlin, Germany.
8. Baumert J., Kunter M., Blum W., Brunner M., Voss T., Jordan A., Tsai Y.-M. Teachers' mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal 2010, 47:133-180. doi: 10.3102/0002831209345157.
9. Berliner D.C. Teacher expertise. The international encyclopedia of education 1994, 10:6020-6026. Pergamon, London, UK. 2nd ed. T. Husén, N.T. Postlethwaite (Eds.).
10. Blömeke S., Felbrich A., Müller C. Messung des erziehungswissenschaftlichen Wissens angehender Lehrkräfte [Measuring the pedagogical knowledge of future teachers]. Professionelle Kompetenz angehender Lehrerinnen und Lehrer. Wissen, überzeugungen und Lerngelegenheiten deutscher Mathematikstudierender und -referendare. Erste Ergebnisse zur Wirksamkeit der Lehrerausbildung [Professional competence of beginning teachers: Knowledge, beliefs, and learning opportunities of German teacher candidates in mathematics. First results for the effectiveness of the teacher training] 2008, 171-194. Waxmann, Münster, Germany. S. Blömeke, G. Kaiser, R. Lehmann (Eds.).
11. Bloom B.S. Human characteristics and school learning 1976, McGraw-Hill, New York, NY.
12. Bollen K.A. Structural equations with latent variables 1989, Wiley, New York, NY.
13. Borko H., Putnam R.T. Learning to teach. Handbook of educational psychology 1996, 673-708. Macmillan, New York, NY. D.C. Berliner, R.C. Calfee (Eds.).
14. Borsboom D., Mellenbergh G.J., Van Heerden J. The concept of validity. Psychological Review 2004, 111:1061-1071. doi: 10.1037/0033-295X.111.4.1061.
15. Bouas M.J. Are we giving cooperative learning enough attention in preservice teacher education?. Teacher Education Quarterly 1996, 23:45-58.
16. Bransford J.D., Brown A.L., Cocking R.R. How people learn: Brain, mind, experience, and school 2000, National Academy Press, Washington, DC.
17. Bromme R. Teacher expertise. International encyclopedia of the social and behavioral sciences 2001, 26:15459-15465. Elsevier, Oxford, UK. N.J. Smelser, P.B. Baltes (Eds.).
18. Carroll J.B. A model of school learning. Teachers College Record 1963, 64:723-733.
19. Cochran-Smith M., Zeichner K.M. Studying teacher education: The report of the AERA panel on research and teacher education 2005, Erlbaum, Mahwah, NJ.
20. Cohen E.G. Restructuring the classroom: Conditions for productive small groups. Review of Educational Research 1994, 64:1-35. doi: 10.3102/00346543064001001.
21. Collins A.M., Greeno J.G., Resnick L.B. Educational learning theory. International encyclopedia of the social and behavioral sciences 2001, 6:4276-4279. Elsevier, Oxford, UK. N. Smelser, P.B. Baltes (Eds.).
22. Creemers B. The effective classroom 1994, Cassell, London, UK.
23. D'Agostino J.V., Powers S.J. Predicting teacher performance with test scores and grade point average: A meta-analysis. American Educational Research Journal 2009, 46:146-182. doi: 10.3102/0002831208323280.
24. Darling-Hammond L. Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives 2000, 8(1). Retrieved from http://epaa.asu.edu/epaa/v8n1.
25. Darling-Hammond L., Bransford J.D. Preparing teachers for a changing world: What teachers should learn and be able to do 2005, Jossey-Bass, San Francisco, CA.
26. De Jong O., Van Driel J., Verloop N. Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching 2005, 42:947-964. doi: 10.1002/tea.20078.
27. Doyle W. Classroom organization and management. Handbook of research on teaching. A project of the American Educational Research Association 1986, 392-431. Macmillan, New York, NY. 3rd ed. M.C. Wittrock (Ed.).
28. Doyle W. Ecological approaches to classroom management. Handbook of classroom management: Research, practice, and contemporary issues 2006, 97-125. Erlbaum, Mahwah, NJ. C.M. Evertson, C.S. Weinstein (Eds.).
29. Dubberke T., Kunter M., McElvany N., Brunner M., Baumert J. Lerntheoretische überzeugungen von Mathematiklehrkräften: Einflüsse auf die Unterrichtsgestaltung und den Lernerfolg von Schülerinnen und Schülern [Mathematics teachers' beliefs and their impact on instructional quality and student achievement]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology 2008, 22(3-4):193-206. doi: 10.1024/1010-0652.22.34.193.
30. The proper use of the Praxis Series and related assessments 2006, Educational Testing Services, Retrieved February 11, 2009, from http://www.ets.org/Media/Tests/PRAXIS/pdf/guidelines.pdf.
31. Ellis A.K. Cooperative learning. Research on educational innovations 2001, 185-196. Eye on Education, Larchmont, NY. 3rd ed. A.K. Ellis (Ed.).
32. Emmer E.T., Stough L.M. Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist 2001, 36:103-112. doi: 10.1207/S15326985EP3602_5.
33. Evertson C.M., Weinstein C.S. Classroom management as a field of inquiry. Handbook of classroom management: Research, practice, and contemporary issues 2006, 3-15. Erlbaum, Mahwah, NJ. C.M. Evertson, C.S. Weinstein (Eds.).
34. Evertson C.M., Weinstein C.S. Handbook of classroom management: Research, practice, and contemporary issues 2006, Erlbaum, Mahwah, NJ.
35. Fennema E., Carpenter T.P., Loef M. Teacher belief scale: Cognitively guided instruction project 1990, University of Wisconsin, Madison, WI.
36. Fennema E., Franke M.L. Teacher's knowledge and its impact. Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics 1992, 147-164. Macmillan, New York, NY. D.A. Grows (Ed.).
37. Fenstermacher G.D. The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education 1994, 20:3-56. doi: 10.3102/0091732X020001003.
38. Floden R.E., Meniketti M. Research on the effects of coursework in the arts and sciences and in the foundations of education. Studying teacher education: The report of the AERA Panel on Research and Teacher Education 2005, 261-308. Erlbaum, Mahwah, NJ. M. Cochran-Smith, K.M. Zeichner (Eds.).
39. Freiberg H.J., Lapointe J.M. Research-based programs for preventing and solving discipline problems. Handbook of classroom management: Research, practice, and contemporary issues 2006, 735-786. Erlbaum, Mahwah, NJ. C.M. Evertson, C.S. Weinstein (Eds.).
40. Ganzeboom H.B.G., De Graaf P.M., Treiman D.J., De Leeuw J. A standard international socio-economic index of occupational status. Social Science Research 1992, 21:1-56. doi: 10.1016/0049-089X(92)90017-B.
41. Ganzeboom H.B.G., Treiman D.J. Internationally comparable measures of occupational status for the 1988 International Standard Classification of Occupations. Social Science Research 1996, 25:201-239. doi: 10.1006/ssre.1996.0010.
42. Garrahy D.A., Cothran D.J., Kulinna P.H. Voices from the trenches: An exploration of teachers' management knowledge. Journal of Educational Research 2005, 99:56-63. doi: 10.3200/JOER.99.1.56-63.
43. Gillies R.M. The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction 2004, 14:197-213. doi: 10.1016/S0959-4752(03)00068-9.
44. Gold Y. Beginning teacher support: Attrition, mentoring, and induction. Handbook of research on teacher education 1996, 548-594. Macmillan, New York, NY. 2nd ed. J. Sikula, T. Buttery, E. Guyton (Eds.).
45. Goldhaber D.D., Anthony E. Can teacher quality be effectively assessed? National Board Certification as a signal of effective teaching. The Review of Economics and Statistics 2007, 89:134-150. doi: 10.1162/rest.89.1.134.
46. Greeno J.G. The situativity of knowing, learning, and research. American Psychologist 1998, 53:5-26. doi: 10.1037/0003-066X.53.1.5.
47. Grigutsch S., Raatz U., Törner G. Einstellungen gegenüber Mathematik bei Mathematiklehrern [Mathematics teachers' attitudes toward mathematics]. Journal für Mathematik-Didaktik 1996, 19:3-45.
48. Grossman P.L. The making of a teacher 1990, Teachers College Press, New York, NY.
49. Grossman P.L., McDonald M. Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal 2008, 45:184-205. doi: 10.3102/0002831207312906.
50. Heller K.A., Perleth C. Kognitiver Fähigkeitstest für 4-12. Klassen: Revision (KFT 4-12+R) [Cognitive abilities test for Grades 4-12: Revision (KFT 4-12+R)] 2000, Hogrefe, Göttingen, Germany.
51. Hill H.C., Rowan B., Ball D.L. Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal 2005, 42:371-406. doi: 10.3102/00028312042002371.
52. Hill H.C., Schilling S., Ball D.L. Developing measures of teachers' mathematics knowledge for teaching. The Elementary School Journal 2004, 105:11-30. doi: 10.1086/428763.
53. Hu L., Bentler P.M. Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods 1998, 3:424-453. doi: 10.1037/1082-989X.3.4.424.
54. Model standards for beginning teacher licensing, assessment, and development: A resource for state dialogue 1992, Interstate New Teacher Assessment and Support Consortium, Retrieved February 11, 2009, from http://www.ccsso.org/content/pdfs/corestrd.pdf.
55. Johnson D.W., Johnson R.T. Learning together and alone: Cooperative, competitive, and individualistic learning 1994, Allyn & Bacon, Boston, MA. 4th. ed.
56. Jones V. How do teachers learn to be effective classroom managers?. Handbook of classroom management: Research, practice, and contemporary issues 2006, 887-907. Erlbaum, Mahwah, NJ. C.M. Evertson, C.S. Weinstein (Eds.).
57. Jonsson A., Svingby G. The use of scoring rubrics: Reliability, validity, and educational consequences. Educational Research Review 2007, 2:130-144. doi: 10.1016/j.edurev.2007.05.002.
58. Kagan D.M. Implications of research on teacher belief. Educational Psychologist 1992, 27:65-90. doi: 10.1207/s15326985ep2701_6.
59. König J., Blömeke S. Proposal to conceptualize the general pedagogy knowledge in TEDS-M 2007, Humboldt-Universität, Berlin, Germany.
60. Kounin J.S. Discipline and group management in classrooms 1970, Holt, Rinehart & Winston, New York, NY.
61. Krauss S., Brunner M., Kunter M., Baumert J., Blum W., Neubrand M., Jordan A. Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology 2008, 100:716-725. doi: 10.1037/0022-0663.100.3.716.
62. Kunter M., Dubberke T., Baumert J., Blum W., Brunner M., Jordan A., Tsai Y.-M. Mathematikunterricht in den PISA-Klassen 2004: Rahmenbedingungen, Formen und Lehr-Lernprozesse [Mathematics instruction in the PISA 2004 classes: Conditions, forms, and processes of learning and instruction]. PISA 2003: Untersuchungen zur Kompetenzentwicklung im Verlauf eines Schuljahres [Investigations for development of competence during one school year] 2006, 161-194. Waxmann, Münster, Germany. M. Prenzel, J. Baumert, W. Blum, R. Lehmann, D. Leutner, M. Neubrand, U. Schiefel (Eds.).
63. Lissitz R.W., Samuelsen K. A suggested change in terminology and emphasis regarding validity and education. Educational Researcher 2007, 36:437-448. doi: 10.3102/0013189X07311286.
64. Little T.D. Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research 1997, 32:53-76. doi: 10.1207/s15327906mbr3201_3.
65. Little T.D., Cunningham W.A., Shahar G. To parcel or not to parcel: Exploring the question, weighting the merits. Structural Equation Modeling 2002, 9:151-173. doi: 10.1207/S15328007SEM0902_1.
66. Lüdtke O., Trautwein U., Kunter M., Baumert J. Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMSS data. Learning Environments Research 2006, 9:215-230. doi: 10.1007/s10984-006-9014-8.
67. McCutchen D., Abbott R.D., Green L.B., Beretvas S.N., Cox S., Potter N.S., Gray A.L. Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities 2002, 35:69-86. doi: 10.1177/002221940203500106.
68. Messick S. Validity. Educational measurement 1989, 13-103. Macmillan, New York, NY. R.L. Linn (Ed.).
69. Mishra P., Koehler M.J. Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record 2006, 108:1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x.
70. Munby H., Russell T., Martin A.K. Teachers' knowledge and how it develops. Handbook of research on teaching 2001, 877-904. American Educational Research Association, Washington, DC. 4th ed. V. Richardson (Ed.).
71. Muthén L.K., Muthén B.O. Mplus user's guide 1998-2007, Authors, Los Angeles, CA. 5th ed.
72. What teachers should know and be able to do 2002, National Board for Professional Teacher Standards, Retrieved February 11, 2009, from http://www.nbpts.org/UserFiles/File/what_teachers.pdf.
73. Professional standards for the accreditation of schools, colleges, and departments of education 2006, National Council for Accreditation of Teacher Education, Retrieved December 19, 2007, from http://www.ncate.org/documents/standards/unit_stnds_2006.pdf.
74. Oser F., Baeriswyl F. Choreographies of teaching: Bridging instruction to learning. Handbook of research on teaching 2001, 1031-1065. American Educational Research Association, Washington, DC. 4th ed. V. Richardson (Ed.).
75. Pajares M.F. Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research 1992, 62:307-332. doi: 10.3102/00346543062003307.
76. Pecheone R.L., Chung R.R. Evidence in teacher education. The Performance Assessment for California Teachers (PACT). Journal of Teacher Education 2006, 57:22-36. doi: 10.1177/0022487105284045.
77. Phye G.D. Handbook of classroom assessment: Learning, achievement, and adjustment 1997, Academic Press, San Diego, CA.
78. Purdie N., Hattie J., Carroll A. A review of the research on interventions for attention deficit hyperactivity disorder: What works best?. Review of Educational Research 2002, 72:61-99. doi: 10.3102/00346543072001061.
79. Richardson V. The role of attitudes and beliefs in learning to teach. Handbook of research on teacher education 1996, 102-106. Macmillan, New York, NY. 2nd ed. J. Sikula, T. Buttery, E. Guyton (Eds.).
80. Sabers D.S., Cushing K.S., Berliner D.C. Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal 1991, 28:63-88. doi: 10.3102/00028312028001063.
81. Schmidt W.H., Tatto M.T., Bankov K., Blömeke S., Cedillo T., Cogan L., Schwille J. The preparation gap: Teacher education for middle school mathematics in six countries 2007, Michigan State University, Center for Research in Mathematics and Science Education, East Lansing, MI.
82. Schulte K., Bögeholz S., Watermann R. Selbstwirksamkeitserwartungen und pädagogisches Professionswissen im Verlauf des Lehramtsstudiums [Teacher self-efficacy and general pedagogical knowledge during the teacher education]. Zeitschrift für Erziehungswissenschaft 2008, 11:268-287. doi: 10.1007/s11618-008-0020-8.
83. Sciutto M.J., Terjesen M.D., Frank A.S.B. Teachers' knowledge and misperceptions of attention-deficit/hyperactivity disorder. Psychology in the Schools 2000, 37:115-122. doi: 10.1002/(SICI)1520-6807(200003)37:2<115::AID-PITS3>3.0.CO;2-5.
84. Shuell T.J. Teaching and learning in a classroom context. Handbook of educational psychology 1996, 726-764. Macmillan, New York, NY. D.C. Berliner, R.C. Calfee (Eds.).
85. Shulman L.S. Those who understand: Knowledge growth in teaching. Educational Researcher 1986, 15:4-14. doi: 10.3102/0013189X015002004.
86. Shulman L.S. Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 1987, 57:1-22.
87. Simon H.A., Chase W.G. Skill in chess. American Scientist 1973, 61:394-403.
88. Slavin R.E. Quality, appropriateness, incentive, and time: A model of instructional effectiveness. International Journal of Educational Research 1994, 21:141-157. doi: 10.1016/0883-0355(94)90029-9.
89. Slavin R.E. Cooperative learning: Theory, research, and practice 1995, Allyn & Bacon, Boston, MA. 2nd ed.
90. Slavin R.E. Educational psychology: Theory and practice 2003, Allyn & Bacon, Boston, MA. 7th ed.
91. Staub F.C., Stern E. The nature of teachers' pedagogical content beliefs matters for students' achievement gains: Quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology 2002, 94:344-355. doi: 10.1037/0022-0663.94.2.344.
92. Stigler J.W., Gonzales P., Kwanaka T., Knoll S., Serrano A. The TIMSS Videotape Classroom Study: Methods and preliminary findings 1999, U.S. Department of Education, Los Angeles, CA.
93. Stough L.M. The place of classroom management and standards in teacher education. Handbook of classroom management: Research, practice, and contemporary issues 2006, 909-923. Erlbaum, Mahwah, NJ. C.M. Evertson, C.S. Weinstein (Eds.).
94. Stroot S.A., Fowlkes J., Langholz J., Paxton S., Stedman P., Steffes L., Valtman A. Impact of a collaborative peer assistance and review model on entry-year teachers in a large urban school setting. Journal of Teacher Education 1999, 50:27-41. doi: 10.1177/002248719905000104.
95. Tabachnick B.G., Fidell L.S. Cleaning up your act: Screening data prior to analysis. Using multivariate statistics 2007, 5:60-116. Pearson, Boston, MA. B.G. Tabachnick, L.S. Fidell (Eds.).
96. Guide to accreditation 2005, Teacher Education Accreditation Council, Retrieved February, 11, 2009, from http://www.teac.org/literature/TEAC%20Guide%20to%20Accreditation.pdf.
97. Tittle C.K. Assessment of teacher learning and development. Handbook of educational psychology 2006, 953-984. Erlbaum, Mahwah, NJ. 2nd ed. P.A. Alexander, P.H. Winne (Eds.).
98. Vandenberg R.J., Lance C.E. A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods 2000, 3:4-70. doi: 10.1177/109442810031002.
99. Veenman S. Perceived problems of beginning teachers. Review of Educational Research 1984, 54:143-178. doi: 10.2307/1170301.
100. Veenman S., Van Benthum N., Bootsma D., Van Dieren J., Van der Kemp N. Cooperative learning and teacher education. Teaching and Teacher Education 2002, 18:87-103. doi: 10.1016/S0742-051X(01)00052-X.
101. Voss, T., Kunter, M., & Anders, Y. (2010). The new "missing paradigm": Teachers' general pedagogical and psychological knowledge. Manuscript submitted for publication.
102. Voss, T., Kunter, M., & Baumert, J. (2010). Transmissive and constructivist beliefs of pre-service and in-service teachers. Manuscript submitted for publication.
103. Walberg H.J. Improving the productivity of America's schools. Educational Leadership 1984, 41:19-30.
104. Wayne A.J., Youngs P. Teacher characteristics and student achievement gains: A review. Review of Educational Research 2003, 73:89-122. doi: 10.3102/00346543073001089.
105. Wilson S.M., Floden R.E. Creating effective teachers: Concise answers for hard questions. An addendum to the report "Teacher preparation research: Current knowledge, gaps, and recommendations." 2003, American Association of Colleges for Teacher Education, Washington, DC.
106. Wilson S.M., Shulman L.S., Richert A.E. "150 different ways" of knowing: Representations of knowledge in teaching. Exploring teachers' thinking 1987, 104-124. Cassell, London, UK. J. Calderhead (Ed.).
107. Winitzky N., Kauchak D., Kelly M. Measuring teachers' structural knowledge. Teaching and Teacher Education 1994, 10:125-139. doi: 10.1016/0742-051X(94)90008-6.
108. Woolfolk Hoy A. Educational psychology in teacher education. Educational Psychologist 2000, 35:257-270. doi: 10.1207/S15326985EP3504_04.
109. Woolfolk Hoy A., Davis H., Pape S.J. Teacher knowledge and beliefs. Handbook of educational psychology 2006, 715-737. Erlbaum, Mahwah, NJ. 2nd ed. P.A. Alexander, P.H. Winne (Eds.).
110. Wu M.L., Adams R.J., Wilson M.R. ACER ConQuest: Generalized item response modeling software manual 1998, ACER, Melbourne, Australia.
111. Zeichner K.M. A research agenda for teacher education. Studying teacher education: The report of the AERA panel on research and teacher education 2005, 737-759. Erlbaum, Mahwah, NJ. M. Cochran-Smith, K.M. Zeichner (Eds.).