Professional Knowledge Affects Action-Related Skills: The Development of Preservice Physics Teachers' Explaining Skills during a Field Experience

Autor/inn/en	Kulgemeyer, Christoph; Borowski, Andreas; Buschhüter, David; Enkrott, Patrick; Kempin, Maren; Reinhold, Peter; Riese, Josef; Schecker, Horst; Schröder, Jan; Vogelsang, Christoph
Titel	Professional Knowledge Affects Action-Related Skills: The Development of Preservice Physics Teachers' Explaining Skills during a Field Experience
Quelle	In: Journal of Research in Science Teaching, 57 (2020) 10, S.1554-1582 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kulgemeyer, Christoph) ORCID (Borowski, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21632
Schlagwörter	Knowledge Level; Science Teachers; Pedagogical Content Knowledge; Physics; Preservice Teachers; Teaching Skills; Teaching Methods; Teacher Competencies; Practicums; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Wissensbasis; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Physik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Practicum; Praktikum; Praktika; Ausland; Deutschland
Abstract	Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross-lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre- and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action-related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience ([beta]= 0.38**). We interpret this as a particular relationship between professional knowledge and science teachers' action-related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory-practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01