Teachers' Pedagogical Knowledge: Does It Relate to Instructional Quality and Students' Learning Outcomes?

• In Event: 72.066 - Poster Session 16
  In Poster Session: 72.066-1 - Teacher Professional Development Poster Session

Abstract

Besides content knowledge (CK) and pedagogical content knowledge (PCK), general pedagogical knowledge (PK) is regarded as an important aspect of teachers’ professional knowledge. So far, little research has been focussing on the relationship of PK and observable dimensions of instructional quality on the one hand and on the relationship of observable instructional quality and students’ learning outcomes on the other hand. In our study we assessed teachers’ PK with a paper/pencil test, videotaped physics lessons, and assessed students’ learning gain in these lessons. Preliminary results indicate that PK correlates with effective classroom management, constructive learning support, and cognitive activation in physics lessons (rs ≥ .45). Furthermore, these dimensions of instructional quality correlate with students’ learning outcomes (rs ≥ .54).

Authors

• Gerlinde Lenske, University of Koblenz-Landau

• Detlev Leutner, University of Duisburg-Essen

• Joachim Wirth, Ruhr University Bochum

• Hubertina Thillmann, Ruhr University Bochum