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ERIC Number: EJ1156485
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0263-5143
Interplay of Secondary Pre-Service Teacher Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Attitudes Regarding Scientific Inquiry Teaching within Teacher Training
Smit, Robbert; Weitzel, Holger; Blank, Robert; Rietz, Florian; Tardent, Josiane; Robin, Nicolas
Research in Science & Technological Education, v35 n4 p477-499 2017
Background: Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry. Purpose: To investigate quantitatively the longitudinal relationship between pre-service teachers' knowledge and attitudes on scientific inquiry teaching as part of a short teacher training. Sample: N = 121 pre-service teachers for teaching biology at the secondary level in Germany and Switzerland. Design and methods: We applied a pre-post-research design. As part of the teachers' attitudes we measured cognitive beliefs, affective states and self-efficacy. In addition, the teachers completed a test on content knowledge (CK) and pedagogical content knowledge (PCK). To examine the relationship between the different measurements, we applied structure equation modelling. Results: There was no significant relation between CK and PCK at both time points. The analysis further demonstrates that the PCK acquired after the training on teaching scientific inquiry predicts subsequent attitudes. Prior CK does not affect subsequent attitudes regarding teaching scientific inquiry. Moreover, prior attitudes do not substantially predict subsequent PCK and CK. In addition, prior teaching experience in biology explains individual differences, and self-efficacy attitudes predict changes in attitudes with respect to teaching scientific inquiry by the end of training. Conclusions: It appears that even short PCK training seminars may affect pre-service teacher attitudes towards scientific inquiry. Hence, teaching education programmes should be designed to broaden PCK.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany; Switzerland
Grant or Contract Numbers: N/A