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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

Title data

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. (2019) .
ISSN 1573-1898
DOI: https://doi.org/10.1007/s11165-019-09887-9

Abstract in another language

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.

Further data

Item Type: Article in a journal
Refereed: Yes
Institutions of the University: Research Institutions
Research Institutions > Research Centres
Research Institutions > Research Centres > Bayreuth Center of Ecology and Environmental Research- BayCEER
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Chair Didactics of Biology
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Chair Didactics of Biology > Chair Didactics of Biology - Univ.-Prof. Dr. Franz Xaver Bogner
Result of work at the UBT: Yes
DDC Subjects: 500 Science
Date Deposited: 28 Jan 2020 08:28
Last Modified: 28 Jan 2020 08:28
URI: https://eref.uni-bayreuth.de/id/eprint/53888