Wie fach(un)abhängig ist bildungswissenschaftliches Wissen? Messinvarianz und fachspezifische Unterschiede

General pedagogical knowledge (GK) as part of teachers’ professional knowledge has been receiving increasing attention in empirical research. Current results are based on the assumption that GK is conceptualized and acquired during teacher education independent from the subjects being studied. Therefore, we examine whether GK can be measured comparably across subjects and whether differences exist among teachers from different subject specializations concerning their level of GK. Results from 2616 preservice teachers starting their induction phase indicate that knowledge can be invariantly measured across three subject groups, i. e., science, languages/humanities and a combination of these subjects. However, teachers vary systematically depending on their subject specializations (controlling for gender, language, grade point average, and school track). Science teachers achieve higher test scores for diagnostic/evaluation and lower scores in fields more removed from direct instruction (e. g., theory of education). There are no differences concerning knowledge directly related to instruction (e. g., learning/development). Results are discussed with reference to subject-related factors of socialisation, selection and development in the profession.