Scholarlink

<p>Exploring opportunities to learn (OTL) has shown great potential in recent years to better understand how pre-service teachers are prepared towards becoming competent teachers. Drawing on the framework of the <i>Teacher Education and Development Study in Mathematics</i> (TEDS-M) and modern validity theory, in this article, we explore inferences from OTL questionnaires across two different response formats. In a multi-cohort study conducted at a large German university, pre-service mathematics teachers provided self-reports on OTL from their respective study programs in a binary response format in the first cohort (<InlineEquation ID="IEq1"> <InlineMediaObject> <ImageObject Color="BlackWhite" FileRef="11858_2025_1716_Article_IEq1.gif" Format="GIF" Height="19" Rendition="HTML" Resolution="72" Type="Linedraw" Width="90" /> </InlineMediaObject> <EquationSource Format="MATHML"><math> <mi>n</mi> <mo>=</mo> <mn>187</mn> <mo stretchy="false">/</mo> <mn>190</mn> </math></EquationSource> <EquationSource Format="TEX">$n = 187/190$</EquationSource> </InlineEquation>), and on five-point Likert scales in the second (<InlineEquation ID="IEq2"> <InlineMediaObject> <ImageObject Color="BlackWhite" FileRef="11858_2025_1716_Article_IEq2.gif" Format="GIF" Height="19" Rendition="HTML" Resolution="72" Type="Linedraw" Width="90" /> </InlineMediaObject> <EquationSource Format="MATHML"><math> <mi>n</mi> <mo>=</mo> <mn>186</mn> <mo stretchy="false">/</mo> <mn>250</mn> </math></EquationSource> <EquationSource Format="TEX">$n = 186/250$</EquationSource> </InlineEquation>). We apply Item Response Theory (IRT) to estimate item difficulties and analyze the relation of pre-service teachers’ OTL and their Mathematical Pedagogical Content Knowledge (MPCK) as well as their General Pedagogical Knowledge (GPK). However, our results show only marginal differences between response formats. We discuss the implications of our findings in regard to modern validity theory.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Validating inferences from OTL questionnaires across different response formats. A multi-cohort study with pre-service mathematics teachers

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月22日

查看全文
  • Armin Jentsch,
  • Nils Buchholtz,
  • Matthias Krepf,
  • Jörg Doll

摘要

Exploring opportunities to learn (OTL) has shown great potential in recent years to better understand how pre-service teachers are prepared towards becoming competent teachers. Drawing on the framework of the Teacher Education and Development Study in Mathematics (TEDS-M) and modern validity theory, in this article, we explore inferences from OTL questionnaires across two different response formats. In a multi-cohort study conducted at a large German university, pre-service mathematics teachers provided self-reports on OTL from their respective study programs in a binary response format in the first cohort ( n = 187 / 190 $n = 187/190$ ), and on five-point Likert scales in the second ( n = 186 / 250 $n = 186/250$ ). We apply Item Response Theory (IRT) to estimate item difficulties and analyze the relation of pre-service teachers’ OTL and their Mathematical Pedagogical Content Knowledge (MPCK) as well as their General Pedagogical Knowledge (GPK). However, our results show only marginal differences between response formats. We discuss the implications of our findings in regard to modern validity theory.