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Module-phase-dependent development of pedagogical content knowledge : Replicating a role-change approach in pre-service teacher education in an outreach lab

Titelangaben

Scharfenberg, Franz-Josef ; Bogner, Franz X.:
Module-phase-dependent development of pedagogical content knowledge : Replicating a role-change approach in pre-service teacher education in an outreach lab.
In: Research in Science Education. Bd. 51 (2021) . - S. 1177-1195.
ISSN 1573-1898
DOI: https://doi.org/10.1007/s11165-019-09887-9

Abstract

How pre-service teachers (PST) develop components of pedagogical content knowledge (PCK) is an open question. Theoretically based on PCK and combined with student education in our outreach lab, we implemented a role-change approach in PST education. After theoretical and practical preparation, the PSTs change from the student role, to the tutor role, to the teacher role, on three subsequent days. As PCK components, our approach shifted the PSTs’ orientations toward teaching biology to more student-centeredness. It also changed their views on student learning difficulties (SLD) and instructional strategies for avoiding those (Authors 2016). Seventy-two PSTs and 1413 students (82 classes) participated in our replication study. As direct replication, we monitored PCK components in pre- and delayed posttests. As conceptual replication, we examined the PSTs’ views on SLDs after practical preparation and after each role experienced, and observed their instructional changes (IC) as teachers. We content-analytically categorized and quantitatively analyzed the SLD statements and the ICs. Cluster-analytically, we compared the PSTs’ SLD view pattern. We directly replicated all 2016-study results. Conceptually replicating, the PSTs module-phase-dependently changed their SLD views (averagely medium effects) and presented ICs. Overall-oriented PSTs (seeing both hands- and minds-on-related SLDs), hands-on-oriented and minds-on-oriented PSTs (one dominating SLD view, each) arose after experiencing the tutor role. The overall-oriented PSTs only shifted their orientation to more student-centeredness. Our replication confirm the step-wise development of PSTs’ PCK. We discuss the relevance of the different module-phase-dependent experiences for science teacher education and future research.

Weitere Angaben

Publikationsform: Artikel in einer Zeitschrift
Begutachteter Beitrag: Ja
Institutionen der Universität: Forschungseinrichtungen
Forschungseinrichtungen > Forschungszentren
Forschungseinrichtungen > Forschungszentren > Bayreuther Zentrum für Ökologie und Umweltforschung - BayCEER
Fakultäten > Fakultät für Biologie, Chemie und Geowissenschaften > Fachgruppe Biologie > Lehrstuhl Didaktik der Biologie
Fakultäten > Fakultät für Biologie, Chemie und Geowissenschaften > Fachgruppe Biologie > Ehemalige Professoren > Lehrstuhl Didaktik der Biologie - Univ.-Prof. Dr. Franz Xaver Bogner
Fakultäten
Fakultäten > Fakultät für Biologie, Chemie und Geowissenschaften
Fakultäten > Fakultät für Biologie, Chemie und Geowissenschaften > Fachgruppe Biologie
Fakultäten > Fakultät für Biologie, Chemie und Geowissenschaften > Fachgruppe Biologie > Ehemalige Professoren
Titel an der UBT entstanden: Ja
Themengebiete aus DDC: 500 Naturwissenschaften und Mathematik
Eingestellt am: 28 Jan 2020 08:28
Letzte Änderung: 17 Mär 2022 14:36
URI: https://eref.uni-bayreuth.de/id/eprint/53888