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Predictive effects of domain-specific epistemological beliefs of preservice teachers on their importance ratings for general pedagogical knowledge and pedagogical content knowledge. Research data of an experimental study.

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Researchers

Name
Merk, Samuel
Bohl, Thorsten

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Dataset Information

Title Predictive effects of domain-specific epistemological beliefs of preservice teachers on their importance ratings for general pedagogical knowledge and pedagogical content knowledge. Research data of an experimental study.
Original Title Prdiktive Effekte domnenspezifischer epistemologischer berzeugungen angehender Lehrerinnen und Lehrer auf deren Bedeutsamkeitseinschtzung allgemeinen pdagogischen sowie fachdidaktischen Wissens. Forschungsdaten einer experimentellen Untersuchung.
Citation Merk, S., & Bohl, T. (2016). Predictive effects of domain-specific epistemological beliefs of preservice teachers on their importance ratings for general pedagogical knowledge and pedagogical content knowledge. Research data of an experimental study. [Translated Title] (Version 1) [Files on CD-ROM]. Trier: Center for Research Data in Psychology: PsychData of the Leibniz Institute for Psychology Information ZPID. https://doi.org/10.5160/psychdata.mksl12pr27
Language of variable documentation German
Responsible for Data Collection Merk, Samuel; Bohl, Thorsten
Data Collection Completion Date 2012
Dataset Publication 2016
Dataset ID mksl12pr27
Study Description The present study analyzes the perceived impact of general pedagogical and pedagogical content knowledge for the acquisition of professional competence in a within-person design. N-Level-2=198 preservice teacher for academic track schools in Baden-Wrttemberg rated the importance of general pedagogical and pedagogical content knowledge for the acquisition of eight education standards defined by the "Standing Conference of the Ministers of Education and Cultural Affairs" (Kultusministerkonferenz KMK, 2004), resulting in N-Level-1=1584 ratings. The main hypothesis states a predictive effect of epsitemological beliefs on a person's mean importance rating (Merk, Cramer & Bohl, 2016).
Hypotheses -
Keyphrase effects of epistemological beliefs on general pedagogical knowledge & pedagogical content knowledge, professional competence, 198 preservice teacher, experimental within-person design, research data.
Funding -
Rating High response rate

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PSYNDEX Classification and Controlled Terms

Classification Educational Administration & Personnel
Classroom Dynamics & Student Adjustment & Attitudes
Controlled Terms Preservice Teachers
Epistemology
Professional Competence
Professionalism
Teacher Education
Teacher Characteristics
Data Collection

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Research Method Description

Research Method Description Experiment Data
Classification of Data Collection Experimental Design, Repeated Measurement Design, Field Experiment
Research Instrument Information forthcoming
Data Collection Method Data collection in the presence of an experimenter
-Group Administration
-Paper and Pencil
Time Points single measurement
Survey Time Period 2012-12-03 14:00-15:00 (group 1)
2012-12-03 15:45-16:45 (group 2)
2012-12-03 14:00-15:00 (group 1)
2012-12-03 15:45-16:45 (group 2)
2012-12-05 08:00-09:00 (group 3, group 4)
2012-12-05 09:45-10:45 (group 5, group 6)
2012-12-05 09:45-10:45 (group7, group 8)
2012-12-05 11:30-12:30 (group 9, group 10)
2012-12-05 14:00-15:00 (group 11, group 12)
2012-12-05 15:45-16:45 (group 13, group 14)
Characteristics -
Population Preservice teachers for academic track schools
Experimental Pool Individuals
Sample Convenience sample
Subject Recruitment Information forthcoming
Sample Size 198 individuals
Return/Drop Out Information forthcoming
Gender Distribution -
Age Distribution -
Special Groups -
Country Germany
Region Baden-Wrttemberg
City Tbingen
Variables Within-person variables:
Importance of general pedagogical knowledge
Importance of pedagogical content knowledge
Competence self-ratings

Between-person variables:
Epistemological Beliefs (CAEB, FREE)
(School) subjects

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Data Status

Data Status Complete Data Set
Original Records Questionnaire filled out by either the subject or the experimenter containing closed and/or open answers.
Transformation Data from the subjects were coded and then immediately transferred into a machine-readable form.

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Description of the Provided Data

Description Research data file
File Name mksl12pr27_fd.txt
Data Content 198 subjects, 107 variables
Data Points 198*107=21186 data points
Variables Information forthcoming
MD5 Hash f8064147f325c711d79307a054f9c2a4
  

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Description of Additional Materials

Description File Name
Codebook of the research data file mksl12pr27_fd.txt mksl12pr27_kb.txt
Study questionnaire mksl12pr27_in.pdf

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Publications Directly Related to the Dataset

Publications Directly Related to the Dataset
Merk, S., Cramer, C., & Bohl, T. (akzeptiert). Prdiktive Effekte domnenspezifischer epistemologischer berzeugungen angehender Lehrerinnen und Lehrer auf deren Bedeutsamkeitseinschtzung allgemeinen pdagogischen sowie fachdidaktischen Wissens. Unterrichtswissenschaft.

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Utilized Test Methods

Utilized Test Methods
Stahl, E., & Bromme, R. (2007). The CAEB: An instrument for measuring connotative aspects of epistemological beliefs. Learning and Instruction, 17(6), 773-785. Datensatz 0204849
Krettenauer, T. (2005). Die Erfassung des Entwicklungsniveaus epistemologischer berzeugungen und das Problem der bertragbarkeit von Interviewverfahren in standardisierte Fragebogenmethoden. Zeitschrift fr Entwicklungspsychologie und Pdagogische Psychologie, 37 (2), 69-79.Datensatz 0179084

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Further Reading

Further Reading
Sekretariat der Stndigen Konferenz der Kultusminister der Lnder in der Bundesrepublik Deutschland (2004). Standards fr die Lehrerbildung: Bildungswissenschaften. Beschluss der Kultusministerkonferenz (KMK) vom 16.12.2004. Bonn: Kultusministerkonferenz.
Brownlee, J., Schraw, G.J. & Berthelsen, D. (Hrsg.) (2011). Personal Epistemology and Teacher Education. New York: Routledge.

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Center for Research Data in Psychology
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Phone: +49 (0)651 201-2062
Fax: +49 (0)651 201-2071


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