Pre-Service Teachers' Perception of Competence, Social Relatedness, and Autonomy in a Flipped Classroom: Effects on Learning to Notice Student Preconceptions

Autor/inn/en	Schwichow, Martin; Hellmann, Katharina Anna; Mikelskis-Seifert, Silke
Titel	Pre-Service Teachers' Perception of Competence, Social Relatedness, and Autonomy in a Flipped Classroom: Effects on Learning to Notice Student Preconceptions
Quelle	In: Journal of Science Teacher Education, 33 (2022) 3, S.282-302 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schwichow, Martin) ORCID (Hellmann, Katharina Anna) ORCID (Mikelskis-Seifert, Silke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1913332
Schlagwörter	Preservice Teachers; Student Attitudes; Competence; Interpersonal Relationship; Personal Autonomy; Flipped Classroom; Observation; Science Teachers; Pedagogical Content Knowledge; Student Motivation + Suchen Sie Ihr Suchwort? Schülerverhalten; Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individuelle Autonomie; Flipped classrooms; Flip teaching; Inverted teaching; Beobachtung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Schulische Motivation
Abstract	Science teachers should be able to notice student preconceptions in order to adapt instructions to their students' needs and support the learning process. Noticing as a core practice of teaching should thus be implemented early in science teacher education. A crucial prerequisite for noticing is knowledge about students' preconceptions, which is an important element of science teachers' pedagogical content knowledge. To enhance pre-service teachers' pedagogical content knowledge, flipped classroom approaches seem especially promising as they combine a theoretical introduction to important didactic concepts with a direct application of these concepts in profession-oriented learning tasks. Furthermore, flipped classrooms seem to satisfy the three basic personal needs of experience in competence, social relatedness, and autonomy according to the self-determination theory of motivation, thus enhancing learning. This intervention study investigates the effect of a course on physics didactics designed according to the flipped classroom approach on pre-service teachers' (N = 87) learning to notice student preconceptions. Specifically, we analyzed how pre-service teachers' perception of competence, social relatedness, and autonomy during course participation related to their noticing abilities. We found a significant increase (d = 0.40) in PSTs' noticing abilities, operationalized as absolute number of recognized preconceptions between pre- and posttest. However, this increase was not mediated by PSTs' perception of competence, social relatedness, and autonomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01