The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany

There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

Abstract

Previous studies from German-speaking areas of Europe could not prove any substantial development in the competences and the pedagogical content knowledge of prospective history teachers during teacher training, and thus could not empirically confirm the effectiveness of teacher education. We report on the theoretical framework and the results of a new study on the development of knowledge of lesson planning. In the present study, the development of this kind of knowledge could be confirmed by different test instruments. We found significant differences in the level of knowledge between various cohorts of prospective history teachers (n = 282), but some deficits in history teacher training can also be identified.

Most cited references 76

Record: found
Abstract: not found
Article: not found

Knowledge and Teaching: Foundations of the New Reform

Lee P Shulman (1987)

0 comments Cited 590 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: not found
Article: not found

Professional competence of teachers: Effects on instructional quality and student development.

Dirk Richter, Mareike Kunter, Uta Klusmann … (2013)

0 comments Cited 131 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: found

Beyond Dichotomies: Competence Viewed as a Continuum

Sigrid Blömeke, Jan-Eric Gustafsson, Richard J. Shavelson (2015)

In this paper, the state of research on the assessment of competencies in higher education is reviewed. Fundamental conceptual and methodological issues are clarified by showing that current controversies are built on misleading dichotomies. By systematically sketching conceptual controversies, competing competence definitions are unpacked (analytic/trait vs. holistic/real-world performance) and commonplaces are identified. Disagreements are also highlighted. Similarly, competing statistical approaches to assessing competencies, namely item-response theory (latent trait) versus generalizability theory (sampling error variance), are unpacked. The resulting framework moves beyond dichotomies and shows how the different approaches complement each other. Competence is viewed along a continuum from traits that underlie perception, interpretation, and decision-making skills, which in turn give rise to observed behavior in real-world situations. Statistical approaches are also viewed along a continuum from linear to nonlinear models that serve different purposes. Item response theory (IRT) models may be used for scaling item responses and modeling structural relations, and generalizability theory (GT) models pinpoint sources of measurement error variance, thereby enabling the design of reliable measurements. The proposed framework suggests multiple new research studies and may serve as a “grand” structural model.

0 comments Cited 129 times – based on 0 reviews      Review now

Bookmark

All references

Author and article information

Journal

Journal ID (publisher-id): Hist_Educ_Res_J

Title: History Education Research Journal

Abbreviated Title: Hist_Educ_Res_J

Publisher: UCL Press

ISSN (Electronic): 2631-9713

Publication date (Electronic): 31 August 2022

Volume: 19

Issue: 1

Electronic Location Identifier: 8

Affiliations

[1 ]Department of Didactics of History, Faculty of Historical Sciences, Ruhr University Bochum, Bochum, Germany

[2 ]Institute of Educational Science, University of Münster, Münster, Germany

Author notes

[* ]Correspondence: joergen.wolf@ 123456rub.de

Author information

Jörgen Wolf https://orcid.org/0000-0002-2947-693X

Martin Rothland https://orcid.org/0000-0001-9382-6992

Nicola Brauch https://orcid.org/0000-0002-1463-4085

Article

Publisher ID: Hist_Educ_Res_J-19-8

DOI: 10.14324/HERJ.19.1.08

SO-VID: ceac02d4-94e8-421e-989f-662fb6d3e860

License:

This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original authors and source are credited • DOI: https://doi.org/10.14324/HERJ.19.1.08.

History

Date received : 21 December 2021

Date accepted : 26 July 2022

Page count

Pages: 16

Custom metadata

How to cite Wolf, J., Rothland, M. and Brauch, N. (2022) ‘The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany’. History Education Research Journal, 19 (1), 8. DOI: https://doi.org/10.14324/HERJ.19.1.08.

ScienceOpen disciplines: Educational research & Statistics,General education,History

Keywords: professional knowledge,prospective history teachers,lesson planning,teacher knowledge,pedagogical content knowledge,teacher competences,teacher education,teacher training

Data availability:

ScienceOpen disciplines: Educational research & Statistics, General education, History

Keywords: professional knowledge, prospective history teachers, lesson planning, teacher knowledge, pedagogical content knowledge, teacher competences, teacher education, teacher training

The effectiveness of history teacher education concerning the development of lesson planning knowledge: an example from Germany

Read this article at

Abstract

Most cited references 76

Knowledge and Teaching: Foundations of the New Reform

Professional competence of teachers: Effects on instructional quality and student development.

Beyond Dichotomies: Competence Viewed as a Continuum

Author and article information

Journal

Affiliations

Author notes

Author information

Article

History

Page count

Categories

Custom metadata

Comments

Comment on this article

Similar content 252

Most referenced authors 312