Publikation:

The impact of university teacher training on prospective teachers’ CK and PCK : a comparison between Austria and Germany

Vorschaubild

Dateien

Fritsch_2-1rvphdau2wtsm1.pdf
Fritsch_2-1rvphdau2wtsm1.pdfGröße: 649.55 KBDownloads: 259

Datum

2015

Autor:innen

Fritsch, Sabine
Bouley, Franziska
Wuttke, Eveline
Schnick-Vollmer, Kathleen
Schmitz, Bernhard

Herausgeber:innen

Kontakt

ISSN der Zeitschrift

Electronic ISSN

ISBN

Bibliografische Daten

Verlag

Schriftenreihe

Auflagebezeichnung

URI (zitierfähiger Link)
http://nbn-resolving.de/urn:nbn:de:bsz:352-2-1rvphdau2wtsm1
DOI (zitierfähiger Link)
https://doi.org/10.1186/s40461-015-0014-8
ArXiv-ID

Internationale Patentnummer

Link zur Lizenz

CC BY 4.0

Angaben zur Forschungsförderung

Projekt

Open Access-Veröffentlichung
Open Access Gold

Sammlungen

Wirtschaftswissenschaften: Publikationen
Core Facility der Universität Konstanz

Gesperrt bis

Titel in einer weiteren Sprache

Publikationstyp
Zeitschriftenartikel
Publikationsstatus
Published

Erschienen in

Empirical Research in Vocational Education and Training. Springer Science and Business Media. 2015, 7(1), 4. ISSN 1877-6337. eISSN 1877-6345. Available under: doi: 10.1186/s40461-015-0014-8

Zusammenfassung

Background
As teacher training plays a major role in the development of (prospective) teachers’ knowledge, differences between the professional knowledge of prospective teachers at Austrian and German universities were examined in the current study. The teacher training systems of business and economic education in both countries differ substantially regarding structure and content. The German system consists of two consecutive phases with different foci (university education with an emphasis on theories and domain-specific knowledge, followed by school-based practical training with the objective of acquiring practical experience). Thus, in Germany, opportunities to learn (OTL) mainly cover domain-specific knowledge with less focus on didactics and teaching experience. In contrast, Austrian universities offer an integrated approach that combines the two phases (i.e., theoretical input and practical teaching experiences are closely linked) at the university level.

Methods
A paper-and-pencil test was used to measure content knowledge (CK) and pedagogical content knowledge (PCK) in the domain of accounting of prospective teachers in Germany and Austria. The total sample consists of n = 1,401 prospective teachers from German and Austrian universities. Taking the structural differences in teacher education into account, differences in CK and PCK between German and Austrian prospective teachers were expected.

Results and conclusions
Accordingly, the results show that the Austrian sample outperformed the German one. In addition, for both the German and the Austrian sample, university-based OTL in accounting had a crucial impact on the CK score. Concerning PCK, however, the situation is different: none of the university-based OTL had an impact on Austrian prospective teachers’ PCK, and only small effects were found for the German sample. Possible reasons for the unexpected findings are discussed.

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen

Schlagwörter

Teacher training, Business and economic education, Content knowledge, Pedagogical content knowledge, Comparative study

Konferenz

Rezension
undefined / . - undefined, undefined

Forschungsvorhaben

Organisationseinheiten

Zeitschriftenheft

Zugehörige Datensätze in KOPS

Zitieren

ISO 690FRITSCH, Sabine, Stefanie BERGER, Jürgen SEIFRIED, Franziska BOULEY, Eveline WUTTKE, Kathleen SCHNICK-VOLLMER, Bernhard SCHMITZ, 2015. The impact of university teacher training on prospective teachers’ CK and PCK : a comparison between Austria and Germany. In: Empirical Research in Vocational Education and Training. Springer Science and Business Media. 2015, 7(1), 4. ISSN 1877-6337. eISSN 1877-6345. Available under: doi: 10.1186/s40461-015-0014-8
BibTex
@article{Fritsch2015-12impac-48531,
  year={2015},
  doi={10.1186/s40461-015-0014-8},
  title={The impact of university teacher training on prospective teachers’ CK and PCK : a comparison between Austria and Germany},
  number={1},
  volume={7},
  issn={1877-6337},
  journal={Empirical Research in Vocational Education and Training},
  author={Fritsch, Sabine and Berger, Stefanie and Seifried, Jürgen and Bouley, Franziska and Wuttke, Eveline and Schnick-Vollmer, Kathleen and Schmitz, Bernhard},
  note={Article Number: 4}
}
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/48531">
    <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/48531/3/Fritsch_2-1rvphdau2wtsm1.pdf"/>
    <dc:creator>Seifried, Jürgen</dc:creator>
    <dcterms:abstract xml:lang="eng">Background&lt;br /&gt;As teacher training plays a major role in the development of (prospective) teachers’ knowledge, differences between the professional knowledge of prospective teachers at Austrian and German universities were examined in the current study. The teacher training systems of business and economic education in both countries differ substantially regarding structure and content. The German system consists of two consecutive phases with different foci (university education with an emphasis on theories and domain-specific knowledge, followed by school-based practical training with the objective of acquiring practical experience). Thus, in Germany, opportunities to learn (OTL) mainly cover domain-specific knowledge with less focus on didactics and teaching experience. In contrast, Austrian universities offer an integrated approach that combines the two phases (i.e., theoretical input and practical teaching experiences are closely linked) at the university level.&lt;br /&gt;&lt;br /&gt;Methods&lt;br /&gt;A paper-and-pencil test was used to measure content knowledge (CK) and pedagogical content knowledge (PCK) in the domain of accounting of prospective teachers in Germany and Austria. The total sample consists of n = 1,401 prospective teachers from German and Austrian universities. Taking the structural differences in teacher education into account, differences in CK and PCK between German and Austrian prospective teachers were expected.&lt;br /&gt;&lt;br /&gt;Results and conclusions&lt;br /&gt;Accordingly, the results show that the Austrian sample outperformed the German one. In addition, for both the German and the Austrian sample, university-based OTL in accounting had a crucial impact on the CK score. Concerning PCK, however, the situation is different: none of the university-based OTL had an impact on Austrian prospective teachers’ PCK, and only small effects were found for the German sample. Possible reasons for the unexpected findings are discussed.</dcterms:abstract>
    <dc:creator>Wuttke, Eveline</dc:creator>
    <dc:rights>Attribution 4.0 International</dc:rights>
    <dc:contributor>Wuttke, Eveline</dc:contributor>
    <dc:creator>Bouley, Franziska</dc:creator>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:language>eng</dc:language>
    <dc:contributor>Fritsch, Sabine</dc:contributor>
    <dc:contributor>Schnick-Vollmer, Kathleen</dc:contributor>
    <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/>
    <dc:creator>Schmitz, Bernhard</dc:creator>
    <dcterms:issued>2015-12</dcterms:issued>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2020-02-05T15:29:27Z</dc:date>
    <dc:contributor>Schmitz, Bernhard</dc:contributor>
    <dc:creator>Berger, Stefanie</dc:creator>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dc:contributor>Seifried, Jürgen</dc:contributor>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2020-02-05T15:29:27Z</dcterms:available>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/46"/>
    <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/48531/3/Fritsch_2-1rvphdau2wtsm1.pdf"/>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/48531"/>
    <dc:contributor>Bouley, Franziska</dc:contributor>
    <dc:contributor>Berger, Stefanie</dc:contributor>
    <dc:creator>Schnick-Vollmer, Kathleen</dc:creator>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/46"/>
    <dcterms:title>The impact of university teacher training on prospective teachers’ CK and PCK : a comparison between Austria and Germany</dcterms:title>
    <dc:creator>Fritsch, Sabine</dc:creator>
  </rdf:Description>
</rdf:RDF>

Interner Vermerk

xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter

Kontakt
URL der Originalveröffentl.

Prüfdatum der URL

Prüfungsdatum der Dissertation

Finanzierungsart

Kommentar zur Publikation

Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Nein
Begutachtet
Ja
Diese Publikation teilen