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The aim of ProfiLe-P is to develop and validate a theory-based model that describes professional competencies of physics student teachers and university tutors. The model covers declarative and analytical aspects of pedagogical content knowledge (PCK) (University of Paderborn), procedural performance aspects of PCK (University of Bremen), and physics content knowledge (University Duisburg-Essen). Test instruments for all three sub-dimensions will be developed and validated in order to analyse the relationships between the knowledge domains. The sample consists of education students from different courses of studies at different universities as well as physics students who guide university tutorials. Pure physics and mathematics students (content knowledge only) are included as control groups. The empirical results will lead to the development of a descriptive model that can support curriculum revisions in physics teacher education both at university and the German teacher education programs.
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