Literaturnachweis - Detailanzeige
| Autor/inn/en | Ernst, Helen M.; Wittwer, Jörg; Voss, Thamar |
|---|---|
| Titel | Do They Know What They Know? Accuracy in Teacher Candidates' Self-Assessments and Its Influencing Factors |
| Quelle | In: British Educational Research Journal, 49 (2023) 4, S.649-673 (25 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Ernst, Helen M.) ORCID (Wittwer, Jörg) ORCID (Voss, Thamar) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0141-1926 |
| DOI | 10.1002/berj.3860 |
| Schlagwörter | Preservice Teachers; Evaluation; Self Evaluation (Individuals); Accuracy; Influences; Bias; Mathematics Education; Knowledge Level; Pedagogical Content Knowledge; Instruction; Metacognition; Self Esteem |
| Abstract | Although self-assessing one's knowledge is an integral part of a teacher's professional development, little is known about the accuracy of teacher candidates' self-assessments. In particular, not much attention has been paid to their self-assessment accuracy assessed on an individual level. Using measures from research on metacognition, we investigated the accuracy and bias of 513 mathematics teacher candidates who were tested in and self-assessed their professional knowledge in the three core domains of mathematical content knowledge, pedagogical content knowledge and pedagogical knowledge. In addition, we examined the consistency of self-assessment accuracy across the three knowledge domains and its relation to personal characteristics such as cognitive ability, personality traits and occupational self-efficacy. Results showed that in all three domains of professional knowledge, most teacher candidates were either over- or underconfident in their knowledge and unaware of their strengths and weaknesses. Cognitive ability reduced the risk of being overconfident, whereas self-efficacy was predictive of overconfidence. The Big Five personality traits were not systematically connected to self-assessment accuracy, and variance in self-assessment accuracy is still to be explained by further research. We address shortcomings of measures that are commonly used in self-assessment research and advocate for the use of metacognitive methods in future studies that focus on teacher self-assessments. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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