Measuring PCK – Discussing the Assessment of PCK-related Achievement in Science Teacher Training☆

Abstract Primary school teachers often lack content (CK) and pedagogical content knowledge (PCK) in the domain of natural sciences. Therefore effective teacher training is needed and the outcomes have to be assessed. In this paper the validation of an assessment methodology is described as part of an interdisciplinary primary science teacher education program at the university level. A multi-perspective questionnaire using different formats was constructed. The internal consistency of the scales measuring general and topic-specific facets of PCK is adequate and the subcategories are stable. The domain-specific and interdisciplinary CK assessment tools are less consistent but include a wide content spectrum (bandwidth fidelity dilemma). The instruments could be used for science teacher education as well as for professional development.