Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK), and attitudes regarding scientific inquiry teaching within teacher training To investigate quantitatively the longitudinal relationship between knowledge and attitudes on scientific inquiry teaching, 121 pre-service teachers for teaching biology at the secondary level in Germany and Switzerland were assessed with respect to their content knowledge (CK), pedagogical content knowledge (PCK) and attitudes on teaching scientific inquiry. As part of the teachers' attitudes we measured cognitive beliefs, affective states and self-efficacy. The assessments were conducted during a training session on peer-coaching as a tool for teacher development and scientific inquiry teaching as a method and activity that leads to the development of scientific knowledge. Data of both knowledge tests were IRT-scaled and combined with the data from the attitude questionnaire. To examine the relationship between the different measurements we applied structure equation modelling. The analysis demonstrates that the PCK acquired after the training on teaching scientific inquiry predicts subsequent attitudes. In contrast, 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. To foster positive attitudes toward scientific inquiry teaching, teaching education programs should be designed to broaden PCK.

The present study explored pre-service science teachers’ emotions during a semester-long laboratory science course. Emotions were measured with the experience sampling technique, which is a research method that facilitates the observation of emotional states over a long period. We studied the relationships between pre-service teachers’ emotional states (enjoyment, stress, and insecurity), self-efficacy traits and beliefs, and their momentary intentions to apply the experiment in later teaching. A total of N = 101 pre-service teachers completed a short, electronic questionnaire twice during each of the nine course sessions. Data analysis utilised random-slope multi-level models. Pre-service teachers’ emotions became more negative over time. In addition, emotional states accurately predicted teachers’ momentary intentions to use the experiment in the future. However, this relationship differed significantly for each course session and between teachers. Emotional states also predicted pre-service teachers’ habitual self-efficacy beliefs for teaching biology experiments with small but significant variances between teachers. The results indicate that emotions experienced during teacher education might influence the teacher students’ professional attitudes towards science teaching.

This study focuses on the effects of collaborative lesson planning by science pre-service teachers on their attitudes and knowledge. In our study, 120 pre-service teachers discussed a preparation for a science inquiry lesson in dyads. The teacher with the lesson preparation had the role of the coachee, while the other was the coach. We investigated the following research questions: (1) Does learning occur between the two peers? and (2) Is the competency in lesson planning affected by the attitude and knowledge of coach and coachee? Based on an actor-partner interdependence model (APIM), we could clarify the relations of pedagogical content knowledge (PCK) and attitudes (ATT) between and within the dyads of coach and coachee, as well as their development over time. Furthermore, the APIM allowed the inclusion of a mediator (lesson planning competency). Both PCK and ATT increased slightly but significantly during our project. ATT and PCK seemed to converge between coach and coachee at the end of the project. However, we could not find any cross-lagged effects, meaning there was no effect of coach on coachee or vice versa over time. Further, preceding PCK showed a significant effect on the competency of lesson planning, but planning compe-tency did not influence succeeding PCK or attitude. Finally, these results are discussed with respect to science teacher education.

Dynamic structural equation modeling was applied to examine feelings of competence and in the moment motivation among pre-service science teachers (N = 101) enrolled in a course on practical biology during their second semester. The student teachers completed a short questionnaire 18 times, and the interaction between their feelings of competence and momentary motivation over time was examined in relation to control-value theory. The autoregressive values of both variables were significant, and a pattern was observed of low competence at the beginning of the course session, combined with low motivation in the moment. Feelings of competence increased by the end of each course session but returned to a low level at the beginning of the next session. Momentary motivation followed this back-and-forth shifting somewhat but showed more carryover effects. The student teachers’ motivation depended on their feelings of competence from the previous moment in the biology course session, but feelings of competence did not depend on their motivation.

No abstract