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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
Language: English
Authors: Smit, Robbert (ORCID 0000-0002-9809-9656), Weitzel, Holger, Blank, Robert, Rietz, Florian, Tardent, Josiane, Robin, Nicolas
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
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Smit%2C+Robbert%22">Smit, Robbert</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9809-9656">0000-0002-9809-9656</externalLink>)<br /><searchLink fieldCode="AR" term="%22Weitzel%2C+Holger%22">Weitzel, Holger</searchLink><br /><searchLink fieldCode="AR" term="%22Blank%2C+Robert%22">Blank, Robert</searchLink><br /><searchLink fieldCode="AR" term="%22Rietz%2C+Florian%22">Rietz, Florian</searchLink><br /><searchLink fieldCode="AR" term="%22Tardent%2C+Josiane%22">Tardent, Josiane</searchLink><br /><searchLink fieldCode="AR" term="%22Robin%2C+Nicolas%22">Robin, Nicolas</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Science+%26+Technological+Education%22"><i>Research in Science & Technological Education</i></searchLink>. 2017 35(4):477-499.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Attitudes%22">Scientific Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Minicourses%22">Minicourses</searchLink><br /><searchLink fieldCode="DE" term="%22Seminars%22">Seminars</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Quasiexperimental+Design%22">Quasiexperimental Design</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
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  Data: 10.1080/02635143.2017.1353962
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– Name: Abstract
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  Data: 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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