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Modeling the Competencies of Prospective Business and Economics Teachers : Professional Knowledge in Accounting

Modeling the Competencies of Prospective Business and Economics Teachers : Professional Knowledge in Accounting

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SCHNICK-VOLLMER, Kathleen, Stefanie BERGER, Franziska BOULEY, Sabine FRITSCH, Bernhard SCHMITZ, Jürgen SEIFRIED, Eveline WUTTKE, 2015. Modeling the Competencies of Prospective Business and Economics Teachers : Professional Knowledge in Accounting. In: Zeitschrift für Psychologie. Hogrefe. 223(1), pp. 24-30. ISSN 0044-3409. eISSN 2151-2604. Available under: doi: 10.1027/2151-2604/a000196

@article{SchnickVollmer2015-01Model-48418, title={Modeling the Competencies of Prospective Business and Economics Teachers : Professional Knowledge in Accounting}, year={2015}, doi={10.1027/2151-2604/a000196}, number={1}, volume={223}, issn={0044-3409}, journal={Zeitschrift für Psychologie}, pages={24--30}, author={Schnick-Vollmer, Kathleen and Berger, Stefanie and Bouley, Franziska and Fritsch, Sabine and Schmitz, Bernhard and Seifried, Jürgen and Wuttke, Eveline} }

Bouley, Franziska 2015-01 Fritsch, Sabine Fritsch, Sabine Schnick-Vollmer, Kathleen 2020-01-29T14:23:40Z eng Wuttke, Eveline Wuttke, Eveline Modeling the Competencies of Prospective Business and Economics Teachers : Professional Knowledge in Accounting Despite the important role that teachers’ professional competencies play, domain-specific models of competence as well as established instruments to measure such competencies are lacking (e.g., Blömeke, Zlatkin-Troitschanskaia, Kuhn, & Fege, 2013). For this reason, a domain-specific model of competence and an instrument to measure prospective business and economics teachers’ professional competence in the domain of accounting was developed. This article focuses on the measurement of professional knowledge, which is a key facet of teachers’ professional competence. A corresponding test instrument is introduced and its measurement quality is reported. The test instrument used at 24 German universities (N = 1.158) comprises 49 items, distributed among different booklets following a multi-matrix design. All items have well functioning parameter values. In accordance with our hypothesis, a two-dimensional model fits the data best. The reliabilities of .64 (content knowledge) and .64 (pedagogical content knowledge) are satisfying. Thus, the developed instrument allows to gain a detailed understanding of prospective teachers’ professional knowledge in accounting. Schmitz, Bernhard Seifried, Jürgen Schmitz, Bernhard Berger, Stefanie Schnick-Vollmer, Kathleen 2020-01-29T14:23:40Z Bouley, Franziska Seifried, Jürgen Berger, Stefanie

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