Modeling the Pedagogical Content Knowledge of Prospective Teachers in Business Education Using a Cognitive Diagnosis Model

• In Event: 66.069 - Faculty and Assessment: Inside and Outside the Classroom

Abstract

Because of the assumed correlation between teachers’ PCK and students’ learning, research on teachers’ PCK acquisition is crucial. Previous results suggest a deficit in teachers’ PCK. Therefore, this study aims to map prospective teachers’ strengths and weaknesses in PCK in accounting by retrofitting a DINA model to data from a prior study that measured the PCK of 1401 students of business education unidimensional. Results show that they perform well regarding multiple representations and explanations but have weaknesses regarding students’ cognition and typical student errors. In addition, the results suggest that students first learn how to provide multiple representations and explanations and gain knowledge about adequate tasks before acquiring knowledge about student cognition and typical student errors later.

Authors

• Jule Hangen, Goethe University

• Claudia Krille, Goethe University

• Eveline Wuttke, Johann Wolfgang Goethe University