Exploring the Impact of Pre-Service Science Teachers' Reflection Skills on the Development of Professional Knowledge during a Field Experience

Autor/inn/en	Kulgemeyer, Christoph; Kempin, Maren; Weißbach, Anna; Borowski, Andreas; Buschhüter, David; Enkrott, Patrick; Reinhold, Peter; Riese, Josef; Schecker, Horst; Schröder, Jan; Vogelsang, Christoph
Titel	Exploring the Impact of Pre-Service Science Teachers' Reflection Skills on the Development of Professional Knowledge during a Field Experience
Quelle	In: International Journal of Science Education, 43 (2021) 18, S.3035-3057 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kulgemeyer, Christoph) ORCID (Borowski, Andreas) ORCID (Schecker, Horst)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.2006820
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Reflection; Reflective Teaching; Pedagogical Content Knowledge; Field Experience Programs; Performance Based Assessment; Communities of Practice; Science Teachers; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Pädagogische Kompetenz; Praxisnahes Lernen; Leistungsermittlung; Community; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Deutschland
Abstract	The process of reflection is assumed to be important for developing professional knowledge through practical experience in science teaching. However, this claim requires more evidence, based on a clear definition of reflection. The main goal of the present study is to explore how reflection skills influence the development of professional knowledge gained through teaching experience. Before and after a five-month field experience, we have measured pre-service physics teachers' professional knowledge and reflection skills (N = 94; 133 cases pre and post from four German universities). We also collected data for learning opportunities during the field experience (e.g. the number of taught lessons). The present study uses a novel standardized digital simulation of collaborative oral reflections to measure reflection skills (performance assessment), as a way of increasing validity compared to self-reports. The data have been analyzed using path analysis. The main results show that reflection skills before a field experience impact the development of content knowledge ([beta] = 0.231) and pedagogical knowledge ([beta] = 0.354*) during the field experience. Regarding the learning opportunities during the field experiences, we develop the following evidence-based post-hoc hypothesis: the more pre-service science teachers are enculturated into a community of practical teachers, the less (academic) content knowledge and pedagogical content knowledge they acquire during a field experience. Consequences for science teacher education will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01