Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers' content knowledge development?
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| Title: | Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers' content knowledge development? |
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| Authors: | Schiering, Dustin, Sorge, Stefan, Neumann, Knut |
| Source: | Studies in Higher Education. Oct2021, Vol. 46 Issue 10, p2022-2034. 13p. 2 Diagrams, 3 Charts, 2 Graphs. |
| Subjects: | Higher education, Physics teachers, Physics education, Cognitive ability, Data analysis |
| Abstract: | This study examined the influence of higher education teacher training on student physics teachers' progression in content knowledge (CK). To become experts, student teachers must acquire both declarative and procedural – conditional CK. This progression is generally characterized by the prerequisite role of declarative knowledge, meaning that declarative knowledge influences procedural – conditional knowledge exclusively. The progression in declarative as well as procedural – conditional CK requires special support, due to the complexity of physics. This special cognitive support is assumed to enhance student teachers' CK development by reducing complexity and cognitive demand. To date, however, it has been unclear how cognitive support contributes to student physics teachers' declarative and procedural – conditional CK development. To address this issue, we analyzed data across one year of higher education teacher training of student physics teachers (N = 107). We used a cross-lagged model to examine the development of declarative and procedural – conditional knowledge under the influence of cognitive support. Our findings revealed that the development of student teachers' declarative and procedural – conditional CK is intertwined. Interestingly, cognitive support only influenced the development of procedural – conditional CK. This implies that higher education teacher training should provide cognitive support to promote student teachers' progression toward CK expertize. [ABSTRACT FROM AUTHOR] |
| Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 152511812 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers' content knowledge development? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Schiering%2C+Dustin%22">Schiering, Dustin</searchLink><br /><searchLink fieldCode="AR" term="%22Sorge%2C+Stefan%22">Sorge, Stefan</searchLink><br /><searchLink fieldCode="AR" term="%22Neumann%2C+Knut%22">Neumann, Knut</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Oct2021, Vol. 46 Issue 10, p2022-2034. 13p. 2 Diagrams, 3 Charts, 2 Graphs. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Physics+teachers%22">Physics teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined the influence of higher education teacher training on student physics teachers' progression in content knowledge (CK). To become experts, student teachers must acquire both declarative and procedural – conditional CK. This progression is generally characterized by the prerequisite role of declarative knowledge, meaning that declarative knowledge influences procedural – conditional knowledge exclusively. The progression in declarative as well as procedural – conditional CK requires special support, due to the complexity of physics. This special cognitive support is assumed to enhance student teachers' CK development by reducing complexity and cognitive demand. To date, however, it has been unclear how cognitive support contributes to student physics teachers' declarative and procedural – conditional CK development. To address this issue, we analyzed data across one year of higher education teacher training of student physics teachers (N = 107). We used a cross-lagged model to examine the development of declarative and procedural – conditional knowledge under the influence of cognitive support. Our findings revealed that the development of student teachers' declarative and procedural – conditional CK is intertwined. Interestingly, cognitive support only influenced the development of procedural – conditional CK. This implies that higher education teacher training should provide cognitive support to promote student teachers' progression toward CK expertize. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=152511812 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03075079.2021.1953337 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 2022 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Physics teachers Type: general – SubjectFull: Physics education Type: general – SubjectFull: Cognitive ability Type: general – SubjectFull: Data analysis Type: general Titles: – TitleFull: Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers' content knowledge development? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Schiering, Dustin – PersonEntity: Name: NameFull: Sorge, Stefan – PersonEntity: Name: NameFull: Neumann, Knut IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 03075079 Numbering: – Type: volume Value: 46 – Type: issue Value: 10 Titles: – TitleFull: Studies in Higher Education Type: main |
| ResultId | 1 |
