Promoting Progression in Higher Education Teacher Training: How Does Cognitive Support Enhance Student Physics Teachers' Content Knowledge Development?

Autor/inn/en	Schiering, Dustin; Sorge, Stefan; Neumann, Knut
Titel	Promoting Progression in Higher Education Teacher Training: How Does Cognitive Support Enhance Student Physics Teachers' Content Knowledge Development?
Quelle	In: Studies in Higher Education, 46 (2021) 10, S.2022-2034 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schiering, Dustin) ORCID (Sorge, Stefan) ORCID (Neumann, Knut)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2021.1953337
Schlagwörter	Physics; Science Instruction; Pedagogical Content Knowledge; Student Teachers; Higher Education; College Faculty; Faculty Development; Teacher Education Programs; Teaching Methods; Cognitive Ability; Science Teachers; Longitudinal Studies; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Deutschland
Abstract	This study examined the influence of higher education teacher training on student physics teachers' progression in content knowledge (CK). To become experts, student teachers must acquire both declarative and procedural -- conditional CK. This progression is generally characterized by the prerequisite role of declarative knowledge, meaning that declarative knowledge influences procedural -- conditional knowledge exclusively. The progression in declarative as well as procedural -- conditional CK requires special support, due to the complexity of physics. This special cognitive support is assumed to enhance student teachers' CK development by reducing complexity and cognitive demand. To date, however, it has been unclear how cognitive support contributes to student physics teachers' declarative and procedural -- conditional CK development. To address this issue, we analyzed data across one year of higher education teacher training of student physics teachers (N = 107). We used a cross-lagged model to examine the development of declarative and procedural -- conditional knowledge under the influence of cognitive support. Our findings revealed that the development of student teachers' declarative and procedural -- conditional CK is intertwined. Interestingly, cognitive support only influenced the development of procedural -- conditional CK. This implies that higher education teacher training should provide cognitive support to promote student teachers' progression toward CK expertize. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01