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Preservice Biology Teachers' Generic and Subject-Specific Career Choice Motives
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Krell, Moritz – Journal of Science Teacher Education, 2023
Teachers' career choice motives are defined as the interests, orientations, and motives of young people that motivate them to aspire the teaching career. Teachers' career choice motives have been shown to impact teaching and job retention. Many studies investigated teachers generic career choice motives but studies on teachers' subject-specific…
Descriptors: Biology, Science Instruction, Science Teachers, Career Choice
Pedagogical Content Knowledge in Peer Dialogues between Pre-Service Biology Teachers in the Planning of Science Lessons. Results of an Intervention Study
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Weitzel, Holger; Blank, Robert – Journal of Science Teacher Education, 2020
Prospective teachers perceive peer coaching as a supportive learning opportunity providing benefits in peers' engagement in active learning, communicative competences, and critical thinking about teaching. Little is known about whether peer coaching also promotes the development of pedagogical content knowledge (PCK) in teacher education, which is…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Preservice Teacher Education, Biology
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
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Scharfenberg, Franz-Josef; Bogner, Franz X. – Journal of Science Teacher Education, 2019
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…
Descriptors: Role Playing, Tutoring, Preservice Teacher Education, Preservice Teachers
Preservice Biology Teachers' Professional Knowledge: Structure and Learning Opportunities
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Großschedl, Jörg; Harms, Ute; Kleickmann, Thilo; Glowinski, Ingrid – Journal of Science Teacher Education, 2015
What learning opportunities in higher education promote the development of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK)? In order to investigate this question, a cross-sectional study with a total of 274 German preservice biology teachers (21.5% male, average age 22.8 years) was conducted in German…
Descriptors: Preservice Teachers, Biology, Pedagogical Content Knowledge, Teacher Education