References
- AbellSKAbellSKLedermanNGResearch on science teacher knowledgeHandbook of research on science education2007Mahwah, NJLawrence Erlbaum11051149
- AndersonJRLebièreCThe atomic components of thought1998Mahwah, NJLawrence Erlbaum
- Ball, D. L., Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(1), 14–17, 20–22, 43–46.
- BallDLLubienskiSMewbornDRichardsonVResearch on teaching mathematics: The unsolved problem of teachers’ mathematical knowledgeHandbook of research on teaching20014New York, NYMacmillan433456
- BallDLThamesMHPhelpsGContent knowledge for teaching: What makes it special?Journal of Teacher Education20085938940710.1177/0022487108324554
- BaumertJKunterMBlumWBrunnerMVossTJordanAet al.Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progressAmerican Educational Research Journal20104713318010.3102/0002831209345157
- BentlerPMEQS: Structural equations program manual1989Los Angeles, CABMDP Statistical Software
- BlömekeSBuchholtzCBremerich-VosABlömekeSBremerich-VosAKaiserGNoldGSchwippertKDer Zusammenhang institutioneller Merkmale mit dem Wissenserwerb im Lehramtsstudium [How institutional characteristics are connected to the acquisition of knowledge in teacher training]Kompetenzen im Studienverlauf: Weitere Ergebnisse zur Deutsch-, Englisch- und Mathematiklehrerausbildung aus TEDS-LT2013MünsterWaxmann
- BlömekeSDelaneySAssessment of teacher knowledge across countries: A review of the state of researchZDM-The International Journal on Mathematics Education20124422324710.1007/s11858-012-0429-7
- BlömekeSFelbrichAMüllerCKaiserGLehmannREffectiveness of teacher education. State of research, measurement issues and consequences for future studiesZDM-The International Journal on Mathematics Education20084071973410.1007/s11858-008-0096-x
- BlömekeSKaiserGDöhrmannMLehmannRBlömekeSKaiserGLehmannRMathematisches und mathematikdidaktisches Wissen angehender Sekundarstufen-I-Lehrkräfte im internationalen Vergleich [Content and pedagogical content knowledge of secondary preservice mathematics teachers: An international comparison]TEDS-M 2008: Professionelle Kompetenz und Lerngelegenheiten angehender Mathematiklehrkräfte für die Sekundarstufe I im internationalen Vergleich2010MünsterWaxmann197238
- Blömeke, S., Kaiser, G., & Lehmann, R. (Hrsg.). (2008). Professionelle Kompetenz angehender Lehrerinnen und Lehrer—Wissen, Überzeugungen und Lerngelegenheiten deutscher Mathematikstudierender und –referendare—Erste Ergebnisse zur Wirksamkeit der Lehrerausbildung. [Professional expertise of preservice teachers—knowledge, beliefs, and learning opportunities of German mathematics students and teacher trainees—First conclusions about the effectiveness of teacher training]. Münster: Waxmann.
- BlömekeSSuhlUModellierung von Lehrerkompetenzen: Nutzung unterschiedlicher IRT-Skalierungen zur Diagnose von Stärken und Schwächen deutscher Referendarinnen und Referendare im internationalen Vergleich [Modeling teacher competencies: Using different IRT-scales to diagnose strengths and weaknesses of German teacher trainees in an international comparison]Zeitschrift für Erziehungswissenschaft (ZfE)20101347350510.1007/s11618-010-0130-y
- BlömekeSSuhlUKaiserGTeacher education effectiveness: Quality and equity of future primary teachers’ mathematics and mathematics pedagogical content knowledgeJournal of Teacher Education20116215417110.1177/0022487110386798
- BorkoHPutnamRBerlinerDCalfeeRLearning to teachHandbook of educational psychology1996New York, NYMacMillan673708
- BrouwerNKorthagenFCan teacher education make a difference?American Educational Research Journal200542115322410.3102/00028312042001153
- BrunnerMAndersYHachfeldAKraussSKunterMBaumertJBlumWKlusmannUKraussSNeubrandMThe diagnostic skills of mathematics teachersCognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project2013New York, NYSpringer229248
- BrunnerMKunterMKraussSBaumertJBlumWDubberkeTet al.Welche Zusammenhänge bestehen zwischen dem fachspezifischen Professionswissen von Mathematiklehrkräften und ihrer Ausbildung sowie beruflichen Fortbildung? [How is the content-specific professional knowledge of mathematics teachers related to their teacher education and inservice training?]Zeitschrift für Erziehungswissenschaft2006952154410.1007/s11618-006-0166-1
- BuchholtzNKaiserGBlömekeSDie Erhebung mathematikdidaktischen Wissens—Konzeptualisierung einer komplexen Domäne [Measuring pedagogical content knowledge in mathematics—Conceptualizing a complex domain]Journal für Mathematik-Didaktik20143510112810.1007/s13138-013-0057-y
- CapraroRMCapraroMMParkerDKulmGRaulersonTThe mathematics content knowledge role in developing preservice teachers’ pedagogical content knowledgeJournal of Research in Childhood Education20052010211810.1080/02568540509594555
- ChiMTHFeltovichPJGlaserRCategorization and representation of physics problems by experts and novicesCognitive Science1981512115210.1207/s15516709cog0502_2
- ClermontCPBorkoHKrajcikJSComparative study of the pedagogical content knowledge of experienced and novice chemical demonstratorsJournal of Research in Science Teaching19943141944110.1002/tea.3660310409
- CortinaKSThamesMHKunterMBaumertJBlumWKlusmannUKraussSNeubrandMTeacher education in GermanyCognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project2013New York, NYSpringer4962
- DoyleWEvertsonCMWeinsteinCSEcological approaches to classroom managementHandbook of classroom management: Research, practice, and contemporary issues2006Mahwah, NJLawrence Erlbaum97125
- FreyAHartigJRuppAAAn NCME instructional module on booklet designs in large-scale assessments of student achievement: Theory and practiceEducational Measurement: Issues and Practice200928395310.1111/j.1745-3992.2009.00154.x
- FriedrichsenPJAbdellSParejaEBrownPLankfordDVolkmannMDoes teaching experience matter? Examining biology teachers’ prior knowledge for teaching in an alternative certification programJournal of Research in Science Teaching20094635738310.1002/tea.20283
- GermMMüllerAHarmsUHammannMWaarloAJBoersmaKTApplication of exercise tasks as generative learning facilities for fostering coherence in biology teacher educationThe nature of research in biological education: Old and new perspectives on theoretical and methodological issues2009UtrechtCD-beta Press215229
- GramzowYRieseJReinholdPModellierung fachdidaktischen Wissens angehender Physiklehrkräfte [Modelling prospective teachers’ knowledge of physics education]Zeitschrift für Didaktik der Naturwissenschaften201319730
- GrossmanPLThe making of a teacher: Teacher knowledge and teacher education1990New York, NYTeacher College Press
- GrossmanPLSchoenfeldAHLeeCDarling-HammondLBransfordJDTeaching subject matterPreparing teachers for a changing world: What teachers should learn and be able to do2005San Francisco, CAJossey-Bass201231
- Großschedl, J., Harms, U., Glowinski, I., & Waldmann, M. (2014). Erfassung des Professionswissens angehender Biologielehrkräfte: das KiL-Projekt [Assessing preservice biology teachers' professional knowledge: The project KiL]. Der mathematische und naturwissenschaftliche Unterricht (MNU), 67, 457–462.
- Großschedl, J., Mahler, D., Kleickmann, T., & Harms, U. (2014). Content-related knowledge of biology teachers from secondary schools: Structure and learning opportunities. International Journal of Science Education, 36, 2335–2366.
- Hartmann, S., Upmeier zu Belzen, A., & Krüger, D. (2014). Kompetenzen der naturwissenschaftlichen Erkenntnisgewinnung als Teil des Professionswissens zukünftiger Lehrerinnen und Lehrer: Erste Ergebnisse einer Längsschnittstudie. [Knowledge acquisition expertise in natural sciences as a part of preservice teachers’ professional knowledge: First results of a cross-sectional study] [Abstract]. In Proceedings of the conference of the Gesellschaft für Empirische Bildungsforschung, Frankfurt (vol 2, p. 563).
- HattieJACHansfordBCSelf measures and achievement: Comparing a traditional review of literature with meta-analysisAustralian Journal of Education1982267175
- Heine, C., Briedis, K., Didi, H.-J., Haase, K., & Trost, G. (2006). Bestandsaufnahme von Auswahl- und Eignungsfeststellungsverfahren beim Hochschulzugang in Deutschland und ausgewählten Ländern. [University entrance selection procedures and aptitude tests in Germany and selected countries. A survey]. http://www.his.de/pdf/pub_kia/kia200603.pdf
- Heller, K. A., & Perleth, C. (2000). Kognitiver Fähigkeits-Test (Rev.) für 5–12. Klassen (KFT 5–12 + R). [A cognitive ability test (revised) for grades 5–12]. Göttingen: Beltz-Testgesellschaft.
- HerzbergPYBrählerEAssessing the big-five personality domains via short forms: A cautionary note and a proposalEuropean Journal of Psychological Assessment20062213914810.1027/1015-5759.22.3.139
- HillHCBallDLSchillingSGUnpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of studentsJournal for Research in Mathematics Education200839372400
- HillHCRowanBBallDLEffects of teachers’ mathematical knowledge for teaching on student achievementAmerican Educational Research Journal20054237140610.3102/00028312042002371
- HuLTBentlerPMHoyleRHEvaluating model fitStructural equation modeling: Concepts, issues, and applications1995Thousand Oaks, CASage7699
- JüttnerMBooneWParkSNeuhausBJDevelopment and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK)Educational Assessment, Evaluation and Accountability201325456710.1007/s11092-013-9157-y
- JüttnerMNeuhausBJDevelopment of items for a pedagogical content knowledge-test based on empirical analysis of pupils’ errorsInternational Journal of Science Education2012341125114310.1080/09500693.2011.606511
- KleickmannTAndersYKunterMBaumertJBlumWKlusmannUKraussSNeubrandMLearning at universityCognitive activation in the mathematics classroom and professional competence of teachers. Results from the COACTIV project2013New York, NYSpringer321332
- KleickmannTRichterDKunterMElsnerJBesserMKrausSet al.Teachers’ content knowledge and pedagogical content knowledge: The role of structural differences in teacher educationJournal of Teacher Education2013649010610.1177/0022487112460398
- KlineRBPrinciples and practice of structural equation modeling20113New York, NYThe Guilford Press
- KolenMJBrennanRLTest equating, scaling, and linking: Methods and practices20042New York, NYSpringer
- KönigJBlömekeSPaineLSchmidtWHHsiehF-JGeneral pedagogical knowledge of future middle school teachers: On the complex ecology of teacher education in the United States, Germany, and TaiwanJournal of Teacher Education20116218820110.1177/0022487110388664
- KrathwohlDRA revision of Bloom’s taxonomy: An overviewTheory Into Practice20024121221810.1207/s15430421tip4104_2
- KraussSBaumertJBlumWSecondary mathematics teachers’ pedagogical content knowledge and content knowledge: Validation of the COACTIV constructsZDM-The International Journal on Mathematics Education20084087389210.1007/s11858-008-0141-9
- KraussSBrunnerMKunterMBaumertJBlumWNeubrandMet al.Pedagogical content knowledge and content knowledge of secondary mathematics teacherJournal of Educational Psychology200810071672510.1037/0022-0663.100.3.716
- LeeELuftJAExperienced secondary science teachers’ representation of pedagogical content knowledgeInternational Journal of Science Education2008301343136310.1080/09500690802187058
- Lersch, R. (2006). Lehrerbildung im Urteil der Auszubildenden. Eine empirische Studie in beiden Phasen der Lehrerausbildung. [Teacher training assessed by the trainees. An empirical study in both stages of teacher training]. In C. Allemann-Ghionda & E. Terhart (Eds.), Kompetenzen und Kompetenzentwicklung von Lehrerinnen und Lehrern (51th supplement of the Zeitschrift für Pädagogik, pp. 164–181). Weinheim: Beltz.
- Levine, A. (2006). Educating school teachers. http://files.eric.ed.gov/fulltext/ED504144.pdf
- LittleTDCunninghamWAShaharGWidamanKFTo parcel or not to parcel: Exploring the question, weighting the meritsStructural Equation Modeling2002915117310.1207/S15328007SEM0902_1
- MaLKnowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States1999Hillsdale, NJLawrence Erlbaum
- MagnussonSKrajcikJBorkoHGess-NewsomeJLedermanNGNature, sources, and development of pedagogical content knowledge for science teachingExamining pedagogical content knowledge1999Dordrecht, NLKluwer Academic Publishers95132
- Merzyn, G. (2002). Stimmen zur Lehrerausbildung. Ein Überblick über die Diskussion. [Opinions on teacher training. A discussion overview]. Baltmannsweiler: Schneider Hohengehren.
- MessickSValidity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaningAmerican Psychologist19955074174910.1037/0003-066X.50.9.741
- Muthén, L. K., & Muthén, B. O. (2007). MPlus (Version 5.21) [Computer Software]. Los Angeles, CA: Author.
- ParkSOliverJSRevisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionalsResearch in Science Education20083826128410.1007/s11165-007-9049-6
- RaykovTBehavioral scale reliability and measurement invariance evaluation using latent variable modelingBehavior Therapy20043529933110.1016/S0005-7894(04)80041-8
- RieseJReinholdPDie professionelle Kompetenz angehender Physiklehrkräfte in verschiedenen Ausbildungsformen—Empirische Hinweise für eine Verbesserung des Lehramtsstudiums [The professional skills of trainee teachers in physics in different educational programs—Empirical findings on the improvement of teacher education programs]Zeitschrift für Erziehungswissenschaft (ZfE)20121511114310.1007/s11618-012-0259-y
- SchmelzingSDrielJHJüttnerMBrandenbuschSSandmannANeuhausBJDevelopment, evaluation, and validation of a paper-and-pencil test for measuring two components of biology teachers’ pedagogical content knowledge concerning the “cardiovascular system”International Journal of Science and Mathematics Education2013111369139010.1007/s10763-012-9384-6
- SchmidtWHTattoMTBankowKBlömekeSCedilloTCoganLet al.The preparation gap: Teacher education for middle school mathematics in six countries2007East Lansing, MIMSU Center for Research in Mathematics and Science Education
- SchreiberJBStageFKKingJNoraABarlowEAReporting structural equation modeling and confirmatory factor analysis results: A reviewJournal of Educational Research20069932333710.3200/JOER.99.6.323-338
- Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany [KMK]. (2004). Standards für die Lehrerbildung: Bildungswissenschaften [Standards for teacher training in the educational sciences]. http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2004/2004_12_16-Standards-Lehrerbildung.pdf
- Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany [KMK]. (2008). Ländergemeinsame inhaltliche Anforderungen für die Fachwissenschaften und Fachdidaktiken in der Lehrerbildung [Content requirements for subject-related studies and subject-related didactics in teacher training which apply to all Länder]. http://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2004/2004_12_16-Standards-Lehrerbildung.pdf
- Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany [KMK]. (2013). The education system in the federal republic of Germany 2011/2012: A description of the responsibilities, structures and developments in education policy for the exchange of information in Europe. http://www.kmk.org/fileadmin/doc/Dokumentation/Bildungswesen_en_pdfs/teachers.pdf
- ShulmanLSThose who understand: Knowledge growth in teachingEducational Researcher198615241510.3102/0013189X015002004
- ShulmanLSKnowledge and teaching: Foundations of the new reformHarvard Educational Review198757122
- SimonHAChaseWGSkill in chessAmerican Scientist197361394403
- SteigerJHStructural model evaluation and modification: An interval estimation approachMultivariate Behavioral Research19902517318010.1207/s15327906mbr2502_4
- TamirPSubject matter and related pedagogical knowledge in teacher educationTeaching and Teacher Education198849911010.1016/0742-051X(88)90011-X
- TattoMTSchwilleJSenkSLIngvarsonLPeckRRowleyGTeacher education study in mathematics (TEDS-M), conceptual framework2008East Lansing, MIMichigan State University, International Study Center
- TattoMTSenkSThe mathematics education of future primary and secondary teachers: Methods from the teacher education and development study in mathematicsJournal of Teacher Education20116212113710.1177/0022487110391807
- TynjäläPTowards expert knowledge? A comparison between a constructivist and a traditional learning environment in the universityInternational Journal of Educational Research19993135744210.1016/S0883-0355(99)00012-9
- DrielJHVerloopNVosWDeveloping science teachers’ pedagogical content knowledgeJournal of Research in Science Teaching19983567369510.1002/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J
- Voss, T., Seiz, J., Hoehne, V., Kunter, M., & Baumert, J. (2014). Die Bedeutung des pädagogisch-psychologischen Wissens von angehenden Lehrkräften für die Unterrichtsqualität. [The importance of pedagogical-psychological knowledge of preservice teachers for the quality of teaching]. Zeitschrift für Pädagogik, 60, 184–201.
- WangJLinEComparative studies on US and Chinese mathematics learning and the implications for standards-based mathematics teaching reformEducational Researcher200534531310.3102/0013189X034005003