Lindl, Alfred and Hilbert, Sven (2023) Modelling, structure and development of domain-specific professional knowledge of Latin teachers. TEACHING AND TEACHER EDUCATION, 134: 104262. ISSN 0742-051X, 1879-2480
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In this paper, the content knowledge and pedagogical content knowledge of teachers of Latin as a foreign language are modelled and examined using a convenience sample (N = 216) with newly validated test instruments. Bivariate correlations show significant relationships between domain-specific professional knowledge and indicators of school or academic success, but no relationships with professional experience. In a confirmatory factor analysis, the two categories of knowledge can be separated according to theory. Their correlation is lower among in-service teachers than pre-service teachers, as multigroup analyses suggest. Furthermore, in-service teachers have more content knowledge and pedagogical content knowledge than pre-service teachers.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | PEDAGOGICAL CONTENT KNOWLEDGE; SECONDARY MATHEMATICS; BIOLOGY TEACHERS; COGNITIVE ACTIVATION; COMPETENCE; COVARIANCE; CLASSROOM; CONCEPTUALIZATION; ENGLISH; QUALITY; Professional knowledge; Pedagogical content knowledge; Content knowledge; Teacher competence; Teacher expertise; Latin teacher training |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Bildungswissenschaft > Professur für Methoden der empirischen Bildungsforschung - Prof. Dr. Sven Hilbert |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 31 Jan 2024 13:01 |
| Last Modified: | 31 Jan 2024 13:01 |
| URI: | https://pred.uni-regensburg.de/id/eprint/59310 |
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