Paulick, Isabell, Großschedl, Jörg, Harms, Ute and Möller, Jens (2017) How teachers perceive their expertise: The role of dimensional and social comparisons. Contemporary Educational Psychology, 51 . pp. 114-122. DOI 10.1016/j.cedpsych.2017.06.007.

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Abstract

Teachers' self-concepts have shown correlations with the effectiveness of their teaching, but we know little about the development of their self-concepts. According to the generalized internal/external frames of reference (GI/E) model, social and dimensional achievement comparisons may affect not only students’ but also pre-service teachers’ self-concepts. Thus, we extended and applied this model to examine relations between estimates and self-concepts of 430 pre-service biology teachers’ professional knowledge in three domains: content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical and psychological knowledge (PPK). Structural equation modelling provided strong support for the GI/E model’s capacity to explain teachers’ self-concepts: with positive paths from CK, PCK, and PPK to the corresponding self-concepts, indicating social comparison effects, and negative paths from CK and PPK test scores to the PPK and CK self-concepts, respectively, indicating dimensional comparison effects. In addition, CK was negatively related with the teachers’ PCK self-concept. The results are discussed in terms of their implications for both teacher education and the proposed GI/E model.

Document Type:	Article
Keywords:	I/E model, Teacher education, Professional knowledge, Social comparisons, Dimensional comparisons
Research affiliation:	Kiel University > Kiel Marine Science OceanRep > Leibniz Institute for Marine Science Kiel OceanRep > The Future Ocean - Cluster of Excellence Kiel University
Refereed:	Yes
Open Access Journal?:	Yes
Publisher:	Elsevier
Date Deposited:	18 Dec 2017 11:30
Last Modified:	09 May 2019 10:03
URI:	https://oceanrep.geomar.de/id/eprint/40756

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