The Impact of Physics Teachers' Pedagogical Content Knowledge and Motivation on Students' Achievement and Interest

Autor/inn/en	Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.
Titel	The Impact of Physics Teachers' Pedagogical Content Knowledge and Motivation on Students' Achievement and Interest
Quelle	In: Journal of Research in Science Teaching, 54 (2017) 5, S.586-614 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21378
Schlagwörter	Pedagogical Content Knowledge; Physics; Science Teachers; Science Instruction; Academic Achievement; Student Interests; Teacher Motivation; Foreign Countries; Structural Equation Models; Teacher Characteristics; Grade 10; Secondary School Students; Correlation; Predictor Variables; Secondary School Science; Pretests Posttests; Statistical Analysis; Switzerland; West Germany + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulleistung; Studieninteresse; Ausland; Sekundarschüler; Korrelation; Prädiktor; Statistische Analyse; Schweiz
Abstract	This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students' interest. So far, however, most research either focused on knowledge "or" motivation (both on the students' as well as the teachers' side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from test-instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students' achievement; the effect was mediated by cognitive activation. Teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students' interest, nor teacher motivation students' achievement. This implies that in order to improve students' cognitive as well as affective outcomes, both teachers' knowledge but also their motivation need to be considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01