Module-Phase-Dependent Development of Pedagogical Content Knowledge: Replicating a Role-Change Approach in Pre-Service Teacher Education in an Outreach Lab

Autor/inn/en	Scharfenberg, Franz-Josef; Bogner, Franz X.
Titel	Module-Phase-Dependent Development of Pedagogical Content Knowledge: Replicating a Role-Change Approach in Pre-Service Teacher Education in an Outreach Lab
Quelle	In: Research in Science Education, 51 (2021) 5, S.1177-1195 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scharfenberg, Franz-Josef)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-09887-9
Schlagwörter	Pedagogical Content Knowledge; Preservice Teachers; Preservice Teacher Education; Outreach Programs; Science Laboratories; Science Instruction; Student Development; Biology; Student Centered Learning; Replication (Evaluation); Pretests Posttests; Learning Problems; Teaching Methods; Student Role; Teacher Role; Tutors; Science Teachers + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Jobcoaching; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernproblem; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Förderlehrer; Lehrender; Tutor; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	How pre-service teachers (PST) develop components of pedagogical content knowledge (PCK) is an open question. Theoretically based on PCK and combined with student education in our outreach lab, we implemented a role-change approach in PST education. After theoretical and practical preparation, the PSTs change from the student role, to the tutor role, to the teacher role, on three subsequent days. As PCK components, our approach shifted the PSTs' orientations toward teaching biology to a more student-centeredness. It also changed their views on student learning difficulties (SLD) and instructional strategies for avoiding those (Scharfenberg and Bogner 2016). Seventy-two PSTs and 1413 students (82 classes) participated in our replication study. As direct replication, we monitored PCK components in pre- and delayed posttests. As conceptual replication, we examined the PSTs' views on SLDs after practical preparation and after each role experienced, and observed their instructional changes (IC) as teachers. We content-analytically categorized and quantitatively analyzed the SLD statements and the ICs. Cluster-analytically, we compared the PSTs' SLD view pattern. We directly replicated all the 2016 study results. Conceptually replicating, the PSTs module-phase dependently changed their SLD views (averagely medium effects) and presented ICs. "Overall-oriented" PSTs (seeing both hands- and minds-on-related SLDs), "hands-on-oriented" and "minds-on-oriented" PSTs (one dominating SLD view, each) arose after experiencing the tutor role. The "overall-oriented" PSTs only shifted their orientation to more student-centeredness. Our replication confirms the step-wise development of PSTs' PCK. We discuss the relevance of the different module-phase-dependent experiences for science teacher education and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01