---
_id: '58885'
abstract:
- lang: eng
text: 'There have been several attempts to conceptualize and operationalize pedagogical
content knowledge (PCK) in the context of teachers'' professional competencies.
A recent and popular model is the Refined Consensus Model (RCM), which proposes
a framework of dispositional competencies (personal PCK—pPCK) that influence more
action-related competencies (enacted PCK—ePCK) and vice versa. However, descriptions
of the internal structure of pPCK and possible knowledge domains that might develop
independently are still limited, being either primarily theoretically motivated
or strictly hierarchical and therefore of limited use, for example, for formative
feedback and further development of the RCM. Meanwhile, a non-hierarchical differentiation
for the ePCK regarding the plan-teach-reflect cycle has emerged. In this study,
we present an exploratory computational approach to investigate pre-service teachers''
pPCK for a similar non-hierarchical structure using a large dataset of responses
to a pPCK questionnaire (N=846). We drew on theoretical foundations and previous
empirical findings to achieve interpretability by integrating this external knowledge
into our analyses using the Computational Grounded Theory (CGT) framework. The
results of a cluster analysis of the pPCK scores indicate the emergence of prototypical
groups, which we refer to as competency profiles: (1) a group with low performance,
(2) a group with relatively advanced competency in using pPCK to create instructional
elements, (3) a group with relatively advanced competency in using pPCK to assess
and analyze described instructional elements, and (4) a group with high performance.
These groups show tendencies for certain language usage, which we analyze using
a structural topic model in a CGT-inspired pattern refinement step. We verify
these patterns by demonstrating the ability of a machine learning model to predict
the competency profile assignments. Finally, we discuss some implications of the
results for the further development of the RCM and their potential usability for
an automated formative assessment.'
article_type: original
author:
- first_name: Jannis
full_name: Zeller, Jannis
id: '99022'
last_name: Zeller
orcid: 0000-0002-1834-5520
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
orcid: 0000-0003-2927-2619
citation:
ama: 'Zeller J, Riese J. Competency Profiles of PCK Using Unsupervised Learning:
What Implications for the Structures of pPCK Emerge From Non-Hierarchical Analyses?
Journal of Research in Science Teaching. Published online 2025. doi:10.1002/tea.70001'
apa: 'Zeller, J., & Riese, J. (2025). Competency Profiles of PCK Using Unsupervised
Learning: What Implications for the Structures of pPCK Emerge From Non-Hierarchical
Analyses? Journal of Research in Science Teaching. https://doi.org/10.1002/tea.70001'
bibtex: '@article{Zeller_Riese_2025, title={Competency Profiles of PCK Using Unsupervised
Learning: What Implications for the Structures of pPCK Emerge From Non-Hierarchical
Analyses?}, DOI={10.1002/tea.70001},
journal={Journal of Research in Science Teaching}, author={Zeller, Jannis and
Riese, Josef}, year={2025} }'
chicago: 'Zeller, Jannis, and Josef Riese. “Competency Profiles of PCK Using Unsupervised
Learning: What Implications for the Structures of PPCK Emerge From Non-Hierarchical
Analyses?” Journal of Research in Science Teaching, 2025. https://doi.org/10.1002/tea.70001.'
ieee: 'J. Zeller and J. Riese, “Competency Profiles of PCK Using Unsupervised Learning:
What Implications for the Structures of pPCK Emerge From Non-Hierarchical Analyses?,”
Journal of Research in Science Teaching, 2025, doi: 10.1002/tea.70001.'
mla: 'Zeller, Jannis, and Josef Riese. “Competency Profiles of PCK Using Unsupervised
Learning: What Implications for the Structures of PPCK Emerge From Non-Hierarchical
Analyses?” Journal of Research in Science Teaching, 2025, doi:10.1002/tea.70001.'
short: J. Zeller, J. Riese, Journal of Research in Science Teaching (2025).
date_created: 2025-03-04T08:08:37Z
date_updated: 2025-03-04T08:08:42Z
department:
- _id: '299'
doi: 10.1002/tea.70001
keyword:
- computational grounded theory
- language analysis
- machine learning
- pedagogical content knowledge
- unsupervised learning
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70001
oa: '1'
publication: Journal of Research in Science Teaching
publication_identifier:
eissn:
- 1098-2736
issn:
- 0022-4308
publication_status: published
status: public
title: 'Competency Profiles of PCK Using Unsupervised Learning: What Implications
for the Structures of pPCK Emerge From Non-Hierarchical Analyses?'
type: journal_article
user_id: '99022'
year: '2025'
...
---
_id: '45180'
author:
- first_name: Christoph
full_name: Kulgemeyer, Christoph
id: '84533'
last_name: Kulgemeyer
- first_name: Andreas
full_name: Borowski, Andreas
last_name: Borowski
- first_name: David
full_name: Buschhüter, David
last_name: Buschhüter
- first_name: Patrick
full_name: Enkrott, Patrick
last_name: Enkrott
- first_name: Maren
full_name: Kempin, Maren
last_name: Kempin
- first_name: Peter
full_name: Reinhold, Peter
id: '416'
last_name: Reinhold
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
orcid: 0000-0003-2927-2619
- first_name: Horst
full_name: Schecker, Horst
last_name: Schecker
- first_name: Jan
full_name: Schröder, Jan
last_name: Schröder
- first_name: Christoph
full_name: Vogelsang, Christoph
id: '4245'
last_name: Vogelsang
orcid: 0000-0002-5804-1855
citation:
ama: 'Kulgemeyer C, Borowski A, Buschhüter D, et al. Professional knowledge affects
action-related skills: The development of preservice physics teachers’ explaining
skills during a field experience. Journal of Research in Science Teaching.
2020;57:1-29. doi:10.1002/tea.21632'
apa: 'Kulgemeyer, C., Borowski, A., Buschhüter, D., Enkrott, P., Kempin, M., Reinhold,
P., Riese, J., Schecker, H., Schröder, J., & Vogelsang, C. (2020). Professional
knowledge affects action-related skills: The development of preservice physics
teachers’ explaining skills during a field experience. Journal of Research
in Science Teaching, 57, 1–29. https://doi.org/10.1002/tea.21632'
bibtex: '@article{Kulgemeyer_Borowski_Buschhüter_Enkrott_Kempin_Reinhold_Riese_Schecker_Schröder_Vogelsang_2020,
title={Professional knowledge affects action-related skills: The development of
preservice physics teachers’ explaining skills during a field experience}, volume={57},
DOI={10.1002/tea.21632}, journal={Journal
of Research in Science Teaching}, publisher={Wiley}, author={Kulgemeyer, Christoph
and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Kempin, Maren
and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and
Vogelsang, Christoph}, year={2020}, pages={1–29} }'
chicago: 'Kulgemeyer, Christoph, Andreas Borowski, David Buschhüter, Patrick Enkrott,
Maren Kempin, Peter Reinhold, Josef Riese, Horst Schecker, Jan Schröder, and Christoph
Vogelsang. “Professional Knowledge Affects Action-Related Skills: The Development
of Preservice Physics Teachers’ Explaining Skills during a Field Experience.”
Journal of Research in Science Teaching 57 (2020): 1–29. https://doi.org/10.1002/tea.21632.'
ieee: 'C. Kulgemeyer et al., “Professional knowledge affects action-related
skills: The development of preservice physics teachers’ explaining skills during
a field experience,” Journal of Research in Science Teaching, vol. 57,
pp. 1–29, 2020, doi: 10.1002/tea.21632.'
mla: 'Kulgemeyer, Christoph, et al. “Professional Knowledge Affects Action-Related
Skills: The Development of Preservice Physics Teachers’ Explaining Skills during
a Field Experience.” Journal of Research in Science Teaching, vol. 57,
Wiley, 2020, pp. 1–29, doi:10.1002/tea.21632.'
short: C. Kulgemeyer, A. Borowski, D. Buschhüter, P. Enkrott, M. Kempin, P. Reinhold,
J. Riese, H. Schecker, J. Schröder, C. Vogelsang, Journal of Research in Science
Teaching 57 (2020) 1–29.
date_created: 2023-05-20T10:25:46Z
date_updated: 2025-12-03T09:06:52Z
department:
- _id: '299'
- _id: '33'
doi: 10.1002/tea.21632
intvolume: ' 57'
keyword:
- Education
language:
- iso: eng
page: 1-29
publication: Journal of Research in Science Teaching
publication_identifier:
issn:
- 0022-4308
- 1098-2736
publication_status: published
publisher: Wiley
quality_controlled: '1'
status: public
title: 'Professional knowledge affects action-related skills: The development of preservice
physics teachers’ explaining skills during a field experience'
type: journal_article
user_id: '4245'
volume: 57
year: '2020'
...
---
_id: '23743'
author:
- first_name: Christoph
full_name: Kulgemeyer, Christoph
last_name: Kulgemeyer
- first_name: Andreas
full_name: Borowski, Andreas
last_name: Borowski
- first_name: David
full_name: Buschhüter, David
last_name: Buschhüter
- first_name: Patrick
full_name: Enkrott, Patrick
last_name: Enkrott
- first_name: Maren
full_name: Kempin, Maren
last_name: Kempin
- first_name: Peter
full_name: Reinhold, Peter
last_name: Reinhold
- first_name: Josef
full_name: Riese, Josef
last_name: Riese
- first_name: Horst
full_name: Schecker, Horst
last_name: Schecker
- first_name: Jan
full_name: Schröder, Jan
last_name: Schröder
- first_name: Christoph
full_name: Vogelsang, Christoph
id: '4245'
last_name: Vogelsang
orcid: 0000-0002-5804-1855
citation:
ama: 'Kulgemeyer C, Borowski A, Buschhüter D, et al. Professional knowledge affects
action‐related skills: The development of preservice
physics teachers’ explaining skills during a field experience. Journal
of Research in Science Teaching. Published online 2020:1554-1582. doi:10.1002/tea.21632'
apa: 'Kulgemeyer, C., Borowski, A., Buschhüter, D., Enkrott, P., Kempin, M., Reinhold,
P., Riese, J., Schecker, H., Schröder, J., & Vogelsang, C. (2020). Professional
knowledge affects action‐related skills: The development
of preservice physics teachers’ explaining skills during
a field experience. Journal of Research in Science Teaching, 1554–1582.
https://doi.org/10.1002/tea.21632'
bibtex: '@article{Kulgemeyer_Borowski_Buschhüter_Enkrott_Kempin_Reinhold_Riese_Schecker_Schröder_Vogelsang_2020,
title={Professional knowledge affects action‐related skills:
The development of preservice physics teachers’ explaining
skills during a field experience}, DOI={10.1002/tea.21632},
journal={Journal of Research in Science Teaching}, author={Kulgemeyer, Christoph
and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Kempin, Maren
and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and
Vogelsang, Christoph}, year={2020}, pages={1554–1582} }'
chicago: 'Kulgemeyer, Christoph, Andreas Borowski, David Buschhüter, Patrick Enkrott,
Maren Kempin, Peter Reinhold, Josef Riese, Horst Schecker, Jan Schröder, and Christoph
Vogelsang. “Professional Knowledge Affects Action‐related
Skills: The Development of Preservice Physics Teachers’
Explaining Skills during a Field Experience.” Journal of Research in Science
Teaching, 2020, 1554–82. https://doi.org/10.1002/tea.21632.'
ieee: 'C. Kulgemeyer et al., “Professional knowledge affects action‐related
skills: The development of preservice physics
teachers’ explaining skills during a field experience,” Journal of Research
in Science Teaching, pp. 1554–1582, 2020, doi: 10.1002/tea.21632.'
mla: 'Kulgemeyer, Christoph, et al. “Professional Knowledge Affects Action‐related
Skills: The Development of Preservice Physics
Teachers’ Explaining Skills during a Field Experience.” Journal of Research
in Science Teaching, 2020, pp. 1554–82, doi:10.1002/tea.21632.'
short: C. Kulgemeyer, A. Borowski, D. Buschhüter, P. Enkrott, M. Kempin, P. Reinhold,
J. Riese, H. Schecker, J. Schröder, C. Vogelsang, Journal of Research in Science
Teaching (2020) 1554–1582.
date_created: 2021-09-03T10:55:32Z
date_updated: 2025-12-03T09:07:38Z
department:
- _id: '299'
- _id: '33'
doi: 10.1002/tea.21632
language:
- iso: eng
page: 1554-1582
publication: Journal of Research in Science Teaching
publication_identifier:
issn:
- 0022-4308
- 1098-2736
publication_status: published
quality_controlled: '1'
status: public
title: 'Professional knowledge affects action‐related skills:
The development of preservice physics teachers'' explaining
skills during a field experience'
type: journal_article
user_id: '4245'
year: '2020'
...
---
_id: '45197'
author:
- first_name: Christoph
full_name: Kulgemeyer, Christoph
id: '84533'
last_name: Kulgemeyer
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
citation:
ama: 'Kulgemeyer C, Riese J. From professional knowledge to professional performance:
The impact of CK and PCK on teaching quality in explaining situations. Journal
of Research in Science Teaching. 2018;55:1-26. doi:10.1002/tea.21457'
apa: 'Kulgemeyer, C., & Riese, J. (2018). From professional knowledge to professional
performance: The impact of CK and PCK on teaching quality in explaining situations.
Journal of Research in Science Teaching, 55, 1–26. https://doi.org/10.1002/tea.21457'
bibtex: '@article{Kulgemeyer_Riese_2018, title={From professional knowledge to professional
performance: The impact of CK and PCK on teaching quality in explaining situations},
volume={55}, DOI={10.1002/tea.21457},
journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Kulgemeyer,
Christoph and Riese, Josef}, year={2018}, pages={1–26} }'
chicago: 'Kulgemeyer, Christoph, and Josef Riese. “From Professional Knowledge to
Professional Performance: The Impact of CK and PCK on Teaching Quality in Explaining
Situations.” Journal of Research in Science Teaching 55 (2018): 1–26. https://doi.org/10.1002/tea.21457.'
ieee: 'C. Kulgemeyer and J. Riese, “From professional knowledge to professional
performance: The impact of CK and PCK on teaching quality in explaining situations,”
Journal of Research in Science Teaching, vol. 55, pp. 1–26, 2018, doi:
10.1002/tea.21457.'
mla: 'Kulgemeyer, Christoph, and Josef Riese. “From Professional Knowledge to Professional
Performance: The Impact of CK and PCK on Teaching Quality in Explaining Situations.”
Journal of Research in Science Teaching, vol. 55, Wiley, 2018, pp. 1–26,
doi:10.1002/tea.21457.'
short: C. Kulgemeyer, J. Riese, Journal of Research in Science Teaching 55 (2018)
1–26.
date_created: 2023-05-22T15:35:02Z
date_updated: 2023-05-31T07:52:23Z
department:
- _id: '299'
doi: 10.1002/tea.21457
intvolume: ' 55'
keyword:
- Education
language:
- iso: eng
page: 1-26
publication: Journal of Research in Science Teaching
publication_identifier:
issn:
- 0022-4308
publication_status: published
publisher: Wiley
status: public
title: 'From professional knowledge to professional performance: The impact of CK
and PCK on teaching quality in explaining situations'
type: journal_article
user_id: '84746'
volume: 55
year: '2018'
...