[{"doi":"10.1002/tea.70001","main_file_link":[{"open_access":"1","url":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70001"}],"title":"Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non-Hierarchical Analyses?","date_created":"2025-03-04T08:08:37Z","author":[{"first_name":"Jannis","id":"99022","full_name":"Zeller, Jannis","last_name":"Zeller","orcid":"0000-0002-1834-5520"},{"first_name":"Josef","orcid":"0000-0003-2927-2619","last_name":"Riese","id":"429","full_name":"Riese, Josef"}],"oa":"1","date_updated":"2025-03-04T08:08:42Z","citation":{"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?,” <i>Journal of Research in Science Teaching</i>, 2025, doi: <a href=\"https://doi.org/10.1002/tea.70001\">10.1002/tea.70001</a>.","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?” <i>Journal of Research in Science Teaching</i>, 2025. <a href=\"https://doi.org/10.1002/tea.70001\">https://doi.org/10.1002/tea.70001</a>.","ama":"Zeller J, Riese J. Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non-Hierarchical Analyses? <i>Journal of Research in Science Teaching</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1002/tea.70001\">10.1002/tea.70001</a>","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?” <i>Journal of Research in Science Teaching</i>, 2025, doi:<a href=\"https://doi.org/10.1002/tea.70001\">10.1002/tea.70001</a>.","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={<a href=\"https://doi.org/10.1002/tea.70001\">10.1002/tea.70001</a>}, journal={Journal of Research in Science Teaching}, author={Zeller, Jannis and Riese, Josef}, year={2025} }","short":"J. Zeller, J. Riese, Journal of Research in Science Teaching (2025).","apa":"Zeller, J., &#38; Riese, J. (2025). Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non-Hierarchical Analyses? <i>Journal of Research in Science Teaching</i>. <a href=\"https://doi.org/10.1002/tea.70001\">https://doi.org/10.1002/tea.70001</a>"},"year":"2025","publication_identifier":{"issn":["0022-4308"],"eissn":["1098-2736"]},"publication_status":"published","language":[{"iso":"eng"}],"keyword":["computational grounded theory","language analysis","machine learning","pedagogical content knowledge","unsupervised learning"],"article_type":"original","department":[{"_id":"299"}],"user_id":"99022","_id":"58885","status":"public","abstract":[{"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.","lang":"eng"}],"publication":"Journal of Research in Science Teaching","type":"journal_article"},{"department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063","_id":"36481","language":[{"iso":"eng"}],"extern":"1","keyword":["Beliefs","Competency Based Teacher Education","Control Groups","Early Childhood Education","Faculty Development","Foreign Countries","Inservice Teacher Education","Intervention","Mathematical Aptitude","Mathematics Skills","Pedagogical Content Knowledge","Preschool Teachers","Pretests Posttests","Professional Continuing Education","Statistical Analysis","Teacher Competency Testing"],"publication":"Mathematics Teacher Education and Development (MTED)","type":"journal_article","status":"public","abstract":[{"text":"Recent studies highlight early childhood teachers’ mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers’ education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course (\"EmMa\") and examined the effects of \"EmMa\" by asking: How does \"EmMa\" affect the development of early childhood teachers’ i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers’ mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up \"EmMa\" might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education.","lang":"eng"}],"volume":19,"author":[{"first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","full_name":"Bruns, Julia","id":"72183"},{"last_name":"Eichen","full_name":"Eichen, Lars","first_name":"Lars"},{"first_name":"Hedwig","last_name":"Gasteiger","full_name":"Gasteiger, Hedwig"}],"date_created":"2023-01-12T15:28:13Z","date_updated":"2023-06-20T19:01:36Z","title":"Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study","issue":"3","quality_controlled":"1","publication_status":"published","intvolume":"        19","page":"76–93","citation":{"apa":"Bruns, J., Eichen, L., &#38; Gasteiger, H. (2017). Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study. <i>Mathematics Teacher Education and Development (MTED)</i>, <i>19</i>(3), 76–93.","mla":"Bruns, Julia, et al. “Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study.” <i>Mathematics Teacher Education and Development (MTED)</i>, vol. 19, no. 3, 2017, pp. 76–93.","bibtex":"@article{Bruns_Eichen_Gasteiger_2017, title={Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study}, volume={19}, number={3}, journal={Mathematics Teacher Education and Development (MTED)}, author={Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}, year={2017}, pages={76–93} }","short":"J. Bruns, L. Eichen, H. Gasteiger, Mathematics Teacher Education and Development (MTED) 19 (2017) 76–93.","ama":"Bruns J, Eichen L, Gasteiger H. Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study. <i>Mathematics Teacher Education and Development (MTED)</i>. 2017;19(3):76–93.","chicago":"Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study.” <i>Mathematics Teacher Education and Development (MTED)</i> 19, no. 3 (2017): 76–93.","ieee":"J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study,” <i>Mathematics Teacher Education and Development (MTED)</i>, vol. 19, no. 3, pp. 76–93, 2017."},"year":"2017"}]