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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
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