A Question of Validity: Clarifying the Hierarchical Nature of Teacher Cognition

Abstract

Domain-specific cognitive constructs often show strong empirical correlations with each other if not controlled for g, although they are conceptually different, because individuals invest their general ability in all types of learning processes. Based on the investment theory and Jan-Eric Gustafsson’s work, the present paper examines for the first time the relation between prospective preschool teachers’ cognitive facets. Data from 354 prospective preschool teachers from 3 different federal states in Germany are used. As hypothesized, g was significantly, and with large effect sizes, correlated with the domain-specific constructs mathematical content knowledge (MCK), mathematics pedagogical content knowledge (MPCK), and ability to perceive mathematics-related preschool situations (PERC). The hierarchical relation of g, PERC and MCK or MPCK respectively was modeled by applying nested factor (NF) and second-order models. As hypothesized, the strength of the predictive effect of MPCK on PERC was substantially lower but still significant in both the direct hierarchical and the indirect hierarchical model if g was controlled for. Again as hypothesized, the effect of MCK on PERC was not significant anymore once g was introduced—and this applied again to both hierarchical models. These results suggest that intelligence was invested in preschool teachers’ learning of the domain-specific constructs and needs therefore to be controlled for if domain-specific effects of teacher education on outcomes are to be examined. The data revealed furthermore that a difference in the relevance of MCK and MPCK for PERC exists. The NF and the second-order model did not differ significantly with respect to their fit to the data.