Preservice Biology Teachers' Professional Knowledge: Structure and Learning Opportunities

Autor/inn/en	Großschedl, Jörg; Harms, Ute; Kleickmann, Thilo; Glowinski, Ingrid
Titel	Preservice Biology Teachers' Professional Knowledge: Structure and Learning Opportunities
Quelle	In: Journal of Science Teacher Education, 26 (2015) 3, S. 291-318Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-015-9423-6
Schlagwörter	Forschungsbericht; Preservice Teachers; Biology; Pedagogical Content Knowledge; Teacher Education; Case Studies; Regression (Statistics); Foreign Countries; Science Instruction; Science Teachers; Correlation; Teaching Experience; Knowledge Base for Teaching; Germany + Suchen Sie Ihr Suchwort? Biologie; Pädagogische Kompetenz; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Regression; Regressionsanalyse; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Korrelation; Teaching theory; Theory of teaching; Unterrichtstheorie; Deutschland
Abstract	What learning opportunities in higher education promote the development of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK)? In order to investigate this question, a cross-sectional study with a total of 274 German preservice biology teachers (21.5% male, average age 22.8 years) was conducted in German universities. Preservice teachers were recruited via announcements in teacher education courses. The participation rate amounted to 45%. Results indicate that CK, PCK, and PK are three unique and separable, but correlated domains of knowledge. Regression analyses show how particular learning opportunities are related to preservice biology teachers' CK, PCK, and PK. Both (a) the type of teacher education program and (b) the period of university studies are related to CK and PCK. Moreover, (c) additional subjects studied and (d) teaching experience seem relevant for PCK development. Conclusions for teacher education are drawn. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01