An International Study of Prospective Teachers’ Initial Teaching Conceptions and Concerns: the case of teaching ‘combustion’

An important task of science teachers should be to take pupils’ (pre)conceptions and learning difficulties into account and to negotiate about the meanings of specific concepts. In this context, teachers’ pedagogical content knowledge plays an important role. This article presents an international study of Dutch, Finnish, English and Greek pre-service teachers’ conceptions and concerns of how to teach the concept of combustion. The prospective science teachers were invited to prepare a lesson about this concept for pupils of junior secondary school level. The prospective teachers were not allowed to consult any textbook. Research data were obtained from audio-taped semi-structured interviews with the prospective teachers. In addition, their written lesson plans and their answers to an accompanying questionnaire were collected and analysed. The results reveal a number of important characteristics of prospective teachers’ views and concerns regarding the teaching of combustion. The implications of the study for science teacher education will be presented.     

Structure and development of pre-service physics teachers’ professional knowledge

ABSTRACT

Teachers’ professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how teacher education impacts pre-service physics teachers’ professional knowledge. In an effort to address this issue, we examined the content, pedagogical content and pedagogical knowledge of N?=?200 pre-service physics teachers enrolled in different years of teacher education at 12 major teacher education universities in Germany. We used structural equation modelling (1) to examine the relations amongst pre-service physics teachers’ content, pedagogical content and pedagogical knowledge, (2) to explore how the three kinds of knowledge and their relations differ across different stages of teacher education and (3) to identify factors affecting the level of each component of professional knowledge. Our findings suggest that content, pedagogical content and pedagogical knowledge represent distinct types of knowledge. Furthermore, our findings show that in the first years of professional education, pedagogical content knowledge is more closely related with general pedagogical knowledge while in later years, it is more closely related with content knowledge, suggesting that it develops from a general knowledge about teaching and learning into knowledge about the teaching and learning of specific content. Finally, beyond school achievement and years of enrolment as predictors, we find in particular the amount of classroom observations to have a positive impact on the professional knowledge of pre-service physics teachers.     

Fachdidaktisches Wissen von Lehrkräften und multiple Ziele im naturwissenschaftlichen Sachunterricht

Recent investigations in the field of mathematics have demonstrated that teachers’ pedagogical content knowledge, as a central component of teachers’ professional knowledge, plays a significant role in high-quality instruction and students’ learning gains. The study presented here explores the significance of teachers’ pedagogical content knowledge for gains in pupils’ understanding of scientific concepts and for motivational and self-related outcome criteria in primary science education in Germany. It reports on findings from a study with a pre-post-design comprising 60 primary school teachers and their 1326 pupils. Teachers’ pedagogical content knowledge and pupils’ learning gains as well as motivational and self-related outcome criteria were directly assessed with paper-and-pencil tests. Two-step models controlling for several relevant variables at the individual and the class level were specified. Results revealed a substantial positive effect of the measured pedagogical content knowledge on pupils’ achievement gains as well as on pupils’ situational interest and perceived competence.     

Geography pre-service teachers’ pedagogical content knowledge

This paper reports on an exploratory study that investigated the pedagogical content knowledge (PCK) of four Geography pre-service teachers as they completed their final practicum of their Bachelor of Secondary Education programme. It uses Shulman’s (1986, 1987) two categories of PCK as a conceptual framework to identify the participants’ PCK of their Geography teaching. The first type of PCK is teachers’ representations of content that is pedagogically powerful for students; the second type of PCK refers to teachers’ understanding of what makes the learning of specific topics easy or difficult for students. Historically, researchers have tended to focus on the teachers’ representations component of PCK while little evidence-based research has been reported on the second category of PCK. Findings from this study show that all participants demonstrated both types of PCK. This study sheds light on the importance of teacher-educators modelling both types of PCK as both are equally important for pre-service teachers.     

Pedagogical content beliefs about reading instruction and their relation to gains in student achievement

Teachers’ pedagogical content beliefs about reading instruction are likely to predict progress in student achievement. Thus, in this study, 15 pre-service teachers gave reading promotion to low-performing sixth- and seventh-graders over a time period of 6 months. The pre-service teachers’ pedagogical content beliefs were then related to their students’ reading achievement gains. In contradiction to previous findings, the results demonstrate direct-transmissive beliefs to be positively related with student achievement. Finally, whether there is an influence of practical teaching experiences on the development of pre-service teachers’ pedagogical content beliefs was examined. For that reason, the belief development during the 6-month period was compared between pre-service teachers with and without teaching experience. Results show teaching pre-service teachers’ beliefs to have developed away from constructivistic positions and toward a direct-transmissive direction. The beliefs of student teachers without teaching experience, on the contrary, tended to slightly develop in diametrically opposed directions. Implications of the results are discussed.     

How teachers perceive their expertise: The role of dimensional and social comparisons

Teachers' self-concepts have shown correlations with the effectiveness of their teaching, but we know little about the development of their self-concepts. According to the generalized internal/external frames of reference (GI/E) model, social and dimensional achievement comparisons may affect not only students’ but also pre-service teachers’ self-concepts. Thus, we extended and applied this model to examine relations between estimates and self-concepts of 430 pre-service biology teachers’ professional knowledge in three domains: content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical and psychological knowledge (PPK). Structural equation modelling provided strong support for the GI/E model’s capacity to explain teachers’ self-concepts: with positive paths from CK, PCK, and PPK to the corresponding self-concepts, indicating social comparison effects, and negative paths from CK and PPK test scores to the PPK and CK self-concepts, respectively, indicating dimensional comparison effects. In addition, CK was negatively related with the teachers’ PCK self-concept. The results are discussed in terms of their implications for both teacher education and the proposed GI/E model.     

‘Crossing’ the equals sign: insights into pre-service teachers’ understanding of linear equations

This paper reports on an exploratory study designed to determine and enhance the conceptual understanding of a group of pre-service mathematics teachers at one Irish university utilizing an established framework for understanding mathematics. 23 students on a one year Professional Diploma in Mathematics Education participated in the study, which involved the distribution of a pre- and post-test and engagement in a ten week intervention designed to enhance their subject matter knowledge (SMK) and pedagogical content knowledge (PCK). The findings highlight that although there was an improvement in overall conceptual understanding across the entire cohort at the end of the intervention, within certain mathematical topics there was a statistically insignificant improvement and many deep-rooted issues remain. In this paper we focus on the pre-service teachers’ understanding of elementary algebra, in particular, how to solve a linear equation.     

职前教师PKM与TPACK水平的相关性研究——基于定量分析与定性分析相结合的方法

在教育信息化2.0背景下,提升教师整合技术的学科教学知识(Technological Pedagogical Content Knowledge,TPACK)水平显得尤为重要。为了探究职前教师个人知识管理(Personal Knowledge Management,PKM)与TPACK水平的关系,文章采用基于问卷调查数据的定量分析和基于深度访谈数据的定性分析相结合的方法,以S大学化学专业30名职前教师为研究对象,就其PKM与TPACK水平的相关性进行了多方面分析,发现:职前教师的TPACK水平与PKM能力显著相关,基于PKM的TPACK课程培训可提升职前教师的TPACK水平。此结论为发展职前教师的TPACK水平提供了一个新的思路,有利于推动信息技术与课程的深度融合。     

Pedagogical content knowledge of French as a foreign language: differences between pre-service and in-service teachers

Pedagogical content knowledge (PCK) is an important predictor of educational quality. PCK develops from various sources, such as teaching experience. Studies investigating the effects of teaching experience on PCK development mainly focus on the question whether experienced teachers differ from novices in the amount of PCK. In a mixed methods study, we study both quantitative and qualitative differences between pre-service and in-service teachers’ PCK. Total scores on a paper-and-pencil instrument are used as a measure of French PCK. To analyse the participants’ PCK in a qualitative way, answers are coded in four categories and the prevalence of answers in each category is compared between groups. Furthermore, the nature of answers is studied. No differences on our quantitative PCK measure are observed. The qualitative analysis shows that in-service teachers have more difficulties with conceptual knowledge, while showing more practical knowledge of students’ understanding than pre-service teachers.     

A multi-year study of pre-service teachers’ literacy practices in the content areas: time epistemologies and indicators of stasis and growth

This three-year study focuses on 42 pre-service teachers’ perspectives on integrating literacy into their content area teaching. Pre-service teachers described time as an influential factor shaping their teaching practices, and, we found, that perceptions of time influenced pre-service teachers’ reported ability and willingness to plan for and enact the implementation of literacy strategies as part of content area lessons. While we noted a number of factors related to time, we were particularly drawn to three time-related factors that signified for pre-service teacher participants’ active roles and agency in how they were enacted in the classroom. Identifying temporal concerns about curriculum, learner response to literacy practices, and use of classroom time to scaffold learning allowed us to specify aspects of participants’ pedagogical content knowledge (PCK) development as well as facets of limited PCK growth. Using time as a theoretical lens to view pre-service teachers’ accounts of literacy practices, we suggest, provides insights into their PCK, specifically indicators of stasis and growth, and understanding about pre-service teacher resistance or acceptance to the infusion of literacy into content area teaching.     

‘What rough beast?’ Conceptualising the poetry teacher in Ireland through the eyes of the pupil

Pupils have a significant contribution to make in the construction of knowledge about teaching and learning in schools. Therefore, consultation with pupils should play a significant role in the pursuit of pedagogical advancement. This study explores pupils' conceptions of effective poetry teachers at Leaving Certificate level in Ireland. Taking a phenomenographic approach, this study draws on interviews conducted with 23 senior cycle pupils. Set against a transcontextual backdrop of pupil apathy and disengagement in the poetry classroom, this study identifies five significant categories of learning for pre-service teachers aiming to optimise student engagement within the poetry classroom. The imperative for action, specifically at pre-service level, is outlined and recommendations in the pursuit of pedagogical advancement in the poetry classroom are proposed.     

Comparing Pre-Service Teachers’ PCK Through 9E Instructional Practice: A Case of Mathematics and Technology Pre-Service Teachers

Instructional practice plays a significant role in understanding teachers’ pedagogical content knowledge (PCK). The aim of the study reported on was to compare mathematics and technology pre-service teachers’ knowledge of PCK. The study used a case study approach of five mathematics and five technology pre-service teachers with a total of ten. Data was collected in seven public schools around Gauteng province in South Africa. The observation technique was employed in order to understand students’ classroom practice, using a video camera to capture the setting. One lesson of 45 minutes presented by each pre-service teacher, rendering a total of ten lessons, was observed. The study adapted the theoretical framework of PCK (Shulman 1987). The study scrutinised the data based on the qualitative content analysis method and found that most pre-service teachers in both mathematics and technology possess a limited knowledge of PCK. In both subjects, most of the pre-service teachers’ classroom practice did not exhibit comprehensive knowledge of the subject matter or knowledge of the learners. However, the difference is that only mathematics pre-service teachers have some knowledge of assessment. The data also indicate that “9E” instructional practice can be a valuable tool to enhance field-specific PCK within the field of mathematics and technology education subjects. Therefore, the study proposes further investigation of the “9E” instructional model that could be used as field-specific PCK within the fields of mathematics, science and technology.     

Construction and validation of a test to assess (pre-service) teachers' technological pedagogical knowledge (TPK)

As society becomes increasingly digital, teachers must be trained to integrate technology effectively into their classrooms. Teachers’ technological pedagogical knowledge (TPK), as defined in the TPACK framework, is considered an important prerequisite for effectively integrating technology. The TPACK framework has received a great deal of attention, yet few knowledge tests have been developed that directly assess TPK. However, those tests are crucial for evaluating the effectiveness of teacher education courses on technology integration. We have developed a 17-item test that covers teacher knowledge about various digital technologies as employed in teaching. Experts rated the items to represent the construct adequately. Data obtained from 245 pre-service teachers supports the test’s internal structure. Concerning convergent and discriminant validity, the pre-service teachers’ test scores were not related to their self-reported TPK, but to their self-reported technological knowledge. The test was sensitive to changes in pre-service teachers’ TPK through teacher education courses.     

Pre-service and in-service teachers’ knowledge,attitudes and confidence towards self-injury among pupils

Teachers are ideally placed to identify and refer pupils who self-injure, but are often unaware when pupils self-injure or unsure how to respond. The aims of this study were to explore and compare pre-service and in-service teachers’ knowledge and attitudes towards self-injury, and their confidence responding to pupils who self-injure. Pre-service teachers (n = 267) and in-service teachers (n = 261) completed self-report questionnaires. Prior education regarding self-injury was positively related to knowledge and confidence, while pre-service teachers were more confident than in-service teachers in their ability to cope with legal and school regulations. Thematic analysis of open-ended questions indicated that although pre- and in-service teachers are concerned about pupils who self-injure and are willing to help these students, they feel ill-informed about self-injury and requested school policies and additional education regarding the behaviour. Results have implications for educational programmes that prepare pre- and in-service teachers to identify and respond to pupils who self-injure.     

Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models

Researchers have shown a growing interest in science teachers’ professional knowledge in recent decades. The article focuses on how chemistry teachers impart chemical bonding, one of the most important topics covered in upper secondary school chemistry courses. Chemical bonding is primarily taught using models, which are key for understanding science. However, many studies have determined that the use of models in science education can contribute to students’ difficulties understanding the topic, and that students generally find chemical bonding a challenging topic. The aim of this study is to investigate teachers’ knowledge of teaching chemical bonding. The study focuses on three essential components of pedagogical content knowledge (PCK): (1) the students’ understanding, (2) representations, and (3) instructional strategies. We analyzed lesson plans about chemical bonding generated by 10 chemistry teachers with whom we also conducted semi-structured interviews about their teaching. Our results revealed that the teachers were generally unaware of how the representations of models they used affected student comprehension. The teachers had trouble specifying students’ difficulties in understanding. Moreover, most of the instructional strategies described were generic and insufficient for promoting student understanding. Additionally, the teachers’ rationale for choosing a specific representation or activity was seldom directed at addressing students’ understanding. Our results indicate that both PCK components require improvement, and suggest that the two components should be connected. Implications for the professional development of pre-service and in-service teachers are discussed.     

Rate your course! Student teachers’ perceptions of a primary pre-service mathematics education programme

Although research suggests that many pre-service mathematics education programmes are weak interventions having a negligible effect on student teachers’ knowledge, beliefs and attitudes, there is consensus that programmes that model and engage student teachers in reform teaching and learning approaches have the potential to effect positive change in attitudes and knowledge of mathematics. This paper focuses on the perceptions of 345 student teachers regarding their mathematics education programme. The authors consider that in order to further our understanding of the characteristics of an effective pre-service mathematics education programme, the opinions of participating student teachers are fundamental. Participants reported improved mathematical subject matter knowledge and pedagogical content knowledge in addition to greater confidence and decreased anxiety towards mathematics. Programme features such as small group tutorials and interactive engagement were identified as impacting this positive change.     

From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

New science teachers should be equipped with the ability to integrate and design the curriculum and technology for innovative teaching. How to integrate technology into pre-service science teachers’ pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were designed to restructure science teacher education courses. Participants of this study included an instructor and 12 pre-service teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews. This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating subject-matter knowledge into science lessons, and further enhanced their TPACK.