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Scharfenberg, Franz-Josef ; Bogner, Franz X.:
A role-play-based tutor training in pre-service teacher education for developing procedural pedagogical content knowledge by optimizing tutor-student interactions in the context of an outreach lab.
In: Journal of Science Teacher Education.
Bd. 30
(2019)
Heft 5
.
- S. 461-482.
ISSN 1573-1847
DOI: https://doi.org/10.1080/1046560X.2019.1583034
Abstract
In order to meet the requirements of students’ cooperative learning, our quasi-experimental study addresses how pre-service teachers (PSTs), as a component of their procedural pedagogical content knowledge (PCK), may develop more adequate tutor-student interactions during students’ experimentation. Applying the assignment-assistance tutoring model, we combined biology PSTs’ education with our high school students’ outreach program Genetic Fingerprinting. We developed a role-play-based tutor training in a two-step (role play and group discussion) and in a three-step variant (role play, group discussion, and an additional assignment exercise). We audio-taped and transcribed all PST-tutored experimental phases of one control group (without training) and our two training groups. We categorized 2865 tutor-student interactions content-analytically regarding adequacy in potentially supporting students’ promotive interaction as core condition of cooperative learning. We examined the PST interaction patterns identified. Our tutor-trained PSTs, especially those who received three-step training, showed less inadequate tutor-student interactions compared with control group PSTs. Cluster-analytically extracted intervening interaction types were found only in the control group and the rule-complying type dominated the three-step group. We discuss our training as an effective approach to develop tutor-student interactions as a component of procedural PCK that is part of PSTs’ initial professional development.