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The teaching process is well described as an interaction between teacher, student, and content. Thus, it seems obvious that teachers must know the content to help students to learn it. Instruments have been developed to measure teachers' content knowledge (CK) in biology, but few of them have been provided to the scientific community. Furthermore, most of them have a topic-specific approach, so there is a need for a more comprehensive measure. In efforts to meet this need we have developed an instrument called the CK in biology inventory (CK-IBI), which has a broader scope than previously published instruments and covers knowledge of five biological disciplines (i.e., ecology, evolution, genetics and microbiology, morphology, and physiology). More than 700 pre-service biology teachers were enrolled to participate in tests to assess the instrument's objectivity, reliability, and validity in two cross-sectional evaluations. Item and scale analyses as well as validity checks indicate that the final version of the CK-IBI (37 items; Cronbach's a = 0.83) can be scored objectively, is unidimensional, reliable, and validly measures pre-service biology teachers' CK. As the instrument was used in a German context, it has been translated into English to enable its scrutiny and use by international communities.

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by "system thinking" performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes.

Cross-sectional studies have revealed the importance of university teacher education for science teachers' professional knowledge. However, a detailed understanding of the development of this knowledge is lacking. Our analysis addresses this gap by applying longitudinal models to elucidate how preservice science teachers' content knowledge (CK) and pedagogical content knowledge (PCK) evolve. Our results revealed a nonlinear growth for CK and PCK. We found that both interact during their development and that this interaction changes over the course of teacher education. Also, individual (grade point average) and institutional (teacher education program, second science subject) factors are related to their development. • Content knowledge and pedagogical content knowledge evolve during university teacher education. • Content knowledge and pedagogical content knowledge interact during their development. • Grade point average, teacher education program and second science subject are related to the development. [ABSTRACT FROM AUTHOR]