Prospective Teachers’ Initial Conceptions About Pupils’ Difficulties in Science and Mathematics: A Potential Resource in Teacher Education

Kellner, Eva; Gullberg, Annica; Attorps, Iiris; Thorén, Ingvar; Tärneberg, Roy

doi:10.1007/s10763-010-9232-5

Cited by 18 publications

(11 citation statements)

References 60 publications

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“…This application of PVT offers new evidence that contributes to teacher educators' PCK, to the emerging literature on teacher educators' knowledge (Selmer et al, 2016) and to the wider debate on PCK, where there have been challenges of definition and measurement (Kind, 2009). It also extends the small body of existing PVT research that has examined BTs' knowledge of students' specific learning difficulties and conceptions of subject related phenomena (Kellner et al, 2011) or made reference to PCK in general (Nilsson, 2014). Finally, in providing evidence of the extent of BTs' conceptual change following their participation in a Learning Study, this study adds to the larger body of work examining the effectiveness of PVT in teacher development (Mun & Lo-Fu, 2013).…”

Section: Introductionmentioning

confidence: 80%

Qualitative differences in beginner teachers’ knowledge of pupils’ understandings: evidence from learning study and implications for teacher education

Durden¹

2020

Journal of Education for Teaching

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This study contributes to teacher educators' pedagogical content knowledge by drawing on phenomenography-variation theory to: i) research and describe qualitative differences in Beginner Teachers' conceptions of students' understandings of subject content and, ii) provide evidence of the effectiveness of an instructional strategy that might be adopted by teacher educators based upon those conceptions (known as 'Learning Study'). The study identified nine possible conceptions of students' understanding of the topic of 'price' in economics/business education with each being divided into a structural and a contextual element. These provide a useful framework for teacher educators to conceptualise Beginner Teachers' learning about students' understanding. In addition, Learning Study is shown to have a statistically significant, medium/large effect on the development of Beginner Teachers' knowledge of students' understandings in comparison to a control group. These results add to the evidence for adopting this approach more widely in teacher education.

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Section: Introductionmentioning

confidence: 80%

Qualitative differences in beginner teachers’ knowledge of pupils’ understandings: evidence from learning study and implications for teacher education

Durden¹

2020

Journal of Education for Teaching

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“…However, a few studies have found initial PCK of PSTs, mainly KSU. In a Swedish study of PSTs' conceptions about students' topic-specific difficulties, 32 PSTs did a lesson preparation task (Kellner et al, 2011). Collectively, they were able to identify many student difficulties.…”

Section: Literature Review: Integration Of Pck Componentsmentioning

confidence: 99%

Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies

Sæleset

Friedrichsen

2021

EURASIA J Math Sci Tech Ed

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“…This can be explained by the origin of both perspectives: At first prospective teachers develop beliefs about their own learning process and subsequently form their beliefs about student learning (Meyer et al, 1999). Prospective teachers' experiences from their own school time can lead them to justify learning approaches and deal with the learning difficulties of their students on the basis of their own experiences and preferences (Nespor, 1987;Kagan, 1992b;Simmons et al, 1999;Woolfolk Hoy et al, 2006;Kellner et al, 2011). This is particularly the case for prospective teachers without any practical experience (Meyer et al, 1999) because they have not had sufficient opportunities to reflect on their views on teaching and learning.…”

Section: Perspectives Of Beliefsmentioning

confidence: 99%

The Influence of Previous Biology Lessons on Prospective Teachers’ Beliefs About Learning Biology

et al. 2021

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Professional teaching competence is significantly influenced by beliefs about learning. Prospective teachers start their teacher training at university with quite persistent beliefs about learning processes. Beliefs about learning can be differentiated into two perspectives: beliefs about student learning and beliefs about one’s own learning. Theoretical considerations suggest that the latter influence beliefs about student learning and both perspectives are influenced by the way in which prospective teachers experienced their own lessons as pupils at school. We investigated how prospective biology teachers remembered their own biology lessons and how these experiences influenced their beliefs about learning regarding both perspectives. The sample consisted of 164 prospective biology teachers (Mage = 21.58 years, SDage = 2.5, 66.02% female) in Germany. Results of a simple mediation model indicate that previous experiences in biology lessons had an impact on both perspectives. Moreover, we found that the influence that previous lessons had on the beliefs about student learning was fully mediated by one’s beliefs about own learning processes. This suggests that experiences from one’s own schooling have an impact on how teachers view learning of their students. As implications for teacher training and future research, our findings suggest that both perspectives of beliefs need to be further taken into account and that an explicit focus on beliefs about teachers’ own learning is needed.

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Prospective Teachers’ Initial Conceptions About Pupils’ Difficulties in Science and Mathematics: A Potential Resource in Teacher Education

Cited by 18 publications

References 60 publications

Qualitative differences in beginner teachers’ knowledge of pupils’ understandings: evidence from learning study and implications for teacher education

Qualitative differences in beginner teachers’ knowledge of pupils’ understandings: evidence from learning study and implications for teacher education

Pre-service Science Teachers’ Pedagogical Content Knowledge Integration of Students’ Understanding in Science and Instructional Strategies

The Influence of Previous Biology Lessons on Prospective Teachers’ Beliefs About Learning Biology

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