The Development of Science Teachers’ Professional Competence

Since the use of digital media opens new possibilities in physics education, pre-service teachers should develop pedagogical content knowledge (PCK) regarding digital media during teacher education. In the joint project DiKoLeP (German for: digital competencies of pre-service teachers in physics) of RWTH Aachen University, the University of Graz and the University of Tübingen, we therefore developed and implemented a university teaching concept with certain core elements to foster this digital-media PCK of pre-service physics teachers. The teaching concept was implemented as a university seminar at the three universities, considering the common core elements as well as individual curricular requirements. We evaluated the teaching concept in a pre-post-design with a recently developed knowledge test to measure digital-media PCK. Our findings indicated that the developed knowledge test is suitable to validly measure the digital-media PCK of pre-service physics teachers. Furthermore, first results of the empirical evaluation at the three participating universities showed a significant increase in students’ digital-media PCK with a small-to-medium effect for students who attended the theoretical as well as the practical sessions of the seminar.

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“…However, knowledge tests are suitable to measure personal PCK, as has already been done in several studies, e.g., refs. [7,8].…”

Section: Modelling and Measuring Pedagogical Content Knowledge Of Pre...mentioning

confidence: 99%

Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media

et al. 2022

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“…Teaching experience can contribute to development of PCK (Grossman, 1990;Sorge et al, 2019). Norville and Park (2019, March 31-April 3) investigated PSTs' development of PCK during a student teaching experience.…”

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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“…PSTs encounter learning opportunities during university teacher education addressing different components of PCK. Explicit instruction in science method courses supports preservice teachers' knowledge exchange between cPCK and pPCK (Sorge, Stender et al, 2019), and field experiences provide opportunities for preservice teachers to enrich their pPCK (van Driel et al, 2002) and develop their ePCK for planning, teaching and reflecting Kulgemeyer et al, 2020).…”

Section: Pedagogical Content Knowledgementioning

confidence: 99%

“…This distinction resembles the difference between cPCK and ePCK in the RCM. The university context, represented on the left side of the STEP-C model, is the primary opportunity for PSTs to learn about the publicly-held knowledge that is shared among the broader community of science educators (Sorge, Stender et al, 2019). Such publicly-held knowledge includes, for example, empirically-supported perspectives on how students learn science (e.g., "threedimensional" learning in the NGSS), the role of effective representations in supporting science learning, empirically-based learning progressions for core science ideas etc.…”

Section: Contexts For Science Teacher Learningmentioning

confidence: 99%

Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design

Nordine

Sorge

et al. 2021

Journal of Science Teacher Education

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Recent research and reform efforts in science education have consistently stressed the importance of coherent science instruction, in which learning opportunities are connected and contextualized by meaningful phenomena, focus on a small set of core ideas over time, and generate a need-to-know about new ideas through a set of connected lessons. Yet, this type of instruction remains uncommon in schools. We argue that science teacher education has the potential to play a powerful role in promoting coherent science instruction in schools, but to reach this potential, science teacher education programs themselves must be coherent. Based on existing literature and our work in an international collaboration focused on effective practices in science teacher education, we identify key features of coherent science teacher education programs and present a new model that we refer to as the Science Teacher Education Programmatic Coherence (STEP-C) model. The STEP-C model illustrates how key elements of science teacher education are situated relative to each other, potentially serving as a powerful tool for program design. KEYWORDS Coherence; program design; teacher knowledgeDecades of science education research have contributed to a broad consensus that high quality science teaching includes situating student learning within collaborative investigations of meaningful phenomena and problems embedded within relevant contexts (e.g., Furtak & Penuel, 2019;Lee & Songer, 2003), leveraging these contexts to motivate within students a need to know about new science ideas (e.g., Schneider et al., 2020), and building a relatively small set of core science ideas and practices over a long period of time (e.g.,

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The Development of Science Teachers’ Professional Competence

Cited by 17 publications

References 26 publications

Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media

Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media

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

Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design

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