A Role-Play-Based Tutor Training in Preservice Teacher Education for Developing Procedural Pedagogical Content Knowledge by Optimizing Tutor-Student Interactions in the Context of an Outreach Lab

Autor/inn/en	Scharfenberg, Franz-Josef; Bogner, Franz X.
Titel	A Role-Play-Based Tutor Training in Preservice Teacher Education for Developing Procedural Pedagogical Content Knowledge by Optimizing Tutor-Student Interactions in the Context of an Outreach Lab
Quelle	In: Journal of Science Teacher Education, 30 (2019) 5, S.461-482 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scharfenberg, Franz-Josef) ORCID (Bogner, Franz X.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1583034
Schlagwörter	Role Playing; Tutoring; Preservice Teacher Education; Preservice Teachers; Pedagogical Content Knowledge; Science Instruction; Teacher Student Relationship; Science Laboratories; Cooperative Learning; Interaction; Science Teachers; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Rollenspiel; Förderkonzept; Nachhilfeunterricht; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Kooperatives Lernen; Interaktion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Deutschland
Abstract	To meet the requirements of students' cooperative learning, our quasi-experimental study addresses how preservice teachers (PSTs), as a component of their procedural pedagogical content knowledge (PCK), might 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 2-step (role play and group discussion) and in a 3-step variant (role play, group discussion, and an additional assignment exercise). We audiotaped and transcribed all PST-tutored experimental phases of one control group (without training) and our two training groups. We categorized 2,865 tutor-student interactions content-analytically regarding adequacy in potentially supporting students' promotive interaction as a core condition of cooperative learning. We examined the PST interaction patterns identified. Our tutor-trained PSTs, especially those who received 3-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 3-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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01