When prospective biology teachers visualize their beliefs about teaching and learning by drawing it, is it more than a reproduction of their experienced school lessons?

Autor/inn/en	Schumacher, Fabian; Wilde, Matthias
Titel	When prospective biology teachers visualize their beliefs about teaching and learning by drawing it, is it more than a reproduction of their experienced school lessons?
Quelle	In: European journal of educational research, 10 (2021) 2, S. 799-811Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2165-8714
DOI	10.12973/eu-jer.10.2.799
URN	urn:nbn:de:0111-pedocs-221999
Schlagwörter	Erfahrung; Einstellung (Psy); Vorstellung (Psy); Sekundarbereich; Lehrer; Lehrerausbildung; Lehrerpersönlichkeit; Lehr-Lern-Forschung; Biologieunterricht; Zeichnung; Konstruktivismus; Professionalisierung; Instruktion; Deutschland
Abstract	Professional teaching competence is significantly influenced by beliefs about teaching and learning. Prospective teachers start their teacher training with quite persistent beliefs about learning processes. These beliefs are mainly influenced by the way they experienced their own lessons as a student at school. Previous biology lessons at school might be linked to the imagined biology lessons of prospective teachers. We interpret these future lessons as a representation of their beliefs about teaching and learning. The present study investigated how prospective teachers remembered their previous biology lessons as well as how they imagine the lessons they will conduct in the future. The drawings of 181 prospective biology teachers in Germany (Mage = 22.1; SD = 3.6; 64.1 % female) were analyzed using the Draw-a-Science-Teacher-Test Checklist (DASTT-C). Results of the study indicate that the lessons they experienced were mainly teacher-centered, whereas the lessons they imagined were mainly student-centered. Results of a chi-square-test indicate that there is no connection between these two drawings of biology lessons. This suggests that experiences from one's own schooling may have no connection with the way prospective teachers would like to teach in the future. The results of this study might be used as a basis for further studies examining the development of prospective biology teachers' beliefs about teaching and learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/3