Interplay of Secondary Pre-Service Teacher Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Attitudes Regarding Scientific Inquiry Teaching within Teacher Training
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| Title: | Interplay of Secondary Pre-Service Teacher Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Attitudes Regarding Scientific Inquiry Teaching within Teacher Training |
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| Language: | English |
| Authors: | Smit, Robbert (ORCID |
| Source: | Research in Science & Technological Education. 2017 35(4):477-499. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education |
| Descriptors: | Foreign Countries, Preservice Teachers, Student Teacher Attitudes, Pedagogical Content Knowledge, Scientific Attitudes, Inquiry, Preservice Teacher Education, Beginning Teachers, Science Instruction, Biology, Structural Equation Models, Prior Learning, Predictor Variables, Teaching Experience, Minicourses, Seminars, Statistical Analysis, Longitudinal Studies, Quasiexperimental Design |
| Geographic Terms: | Germany, Switzerland |
| DOI: | 10.1080/02635143.2017.1353962 |
| ISSN: | 0263-5143 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Number of References: | 102 |
| Entry Date: | 2017 |
| Accession Number: | EJ1156485 |
| Database: | ERIC |
| Abstract: | 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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| ISSN: | 0263-5143 |
| DOI: | 10.1080/02635143.2017.1353962 |
