Transformation of Topic-Specific Professional Knowledge into Personal Pedagogical Content Knowledge through Lesson Planning

Autor/inn/en	Stender, Anita; Brückmann, Maja; Neumann, Knut
Titel	Transformation of Topic-Specific Professional Knowledge into Personal Pedagogical Content Knowledge through Lesson Planning
Quelle	In: International Journal of Science Education, 39 (2017) 12, S.1690-1714 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stender, Anita) ORCID (Neumann, Knut)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1351645
Schlagwörter	Pedagogical Content Knowledge; Lesson Plans; Teacher Characteristics; Beliefs; Teacher Motivation; Self Management; Questionnaires; Science Teachers; Physics; Science Instruction; Foreign Countries; Grade 9; Germany + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Lesson planning; Unterrichtsplanung; Belief; Glaube; Selbstmanagement; Fragebogen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Deutschland
Abstract	This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson planning: When planning lessons, teachers use their TSPK to create lesson plans. The implementation of these lesson plans and teachers' reflection upon them lead to their improvement. Gradually, successful lesson plans are mentally stored as teaching scripts and can easily be retrieved during instruction. This process is affected by teacher's beliefs, motivation and self-regulation. In order to examine the influence of TSPK on teaching scripts as well as the moderating effects of beliefs, motivation and self-regulation, we conducted a cross-sectional study with n = 49 in-service teachers in physics. The TSPK, beliefs, motivation, self-regulation and the quality of teaching scripts of in-service teachers were assessed by using an online questionnaire adapted to teaching the force concept and Newton's law for 9th grade instruction. Based on the measurement of the quality of teaching scripts, the results provide evidence that TSPK influences the quality of teaching scripts. Motivation and self-regulation moderate this influence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01