How Preservice Teachers Refer to Different Knowledge Domains When Evaluating a Lesson Plan on the Tropical Rainforest

Autor/inn/en	Scholten, Nina; Doll, Jörg; Masanek, Nicole
Titel	How Preservice Teachers Refer to Different Knowledge Domains When Evaluating a Lesson Plan on the Tropical Rainforest
Quelle	In: Journal of Geography, 121 (2022) 3, S.91-99 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1341
DOI	10.1080/00221341.2022.2078399
Schlagwörter	Geography Instruction; Teaching Methods; Forestry; Preservice Teachers; Teacher Education Programs; Pedagogical Content Knowledge; Student Attitudes; Lesson Plans; Course Content; Knowledge Base for Teaching; Vignettes; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Forstwissenschaft; Waldwirtschaft; Pädagogische Kompetenz; Schülerverhalten; Lesson planning; Unterrichtsplanung; Kursprogramm; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Deutschland
Abstract	In initial teacher education (ITE), preservice teachers acquire declarative knowledge in different knowledge domains: general pedagogy, content, and pedagogical content. To investigate how they use this knowledge in a school-related situation, n = 56 preservice teachers were asked to evaluate a peer's fictitious lesson plan. Their comments were subjected to content analysis and frequency analysis, which identified three distinct clusters reflecting different thought patterns. Participants referred predominantly to pedagogical knowledge, as well as some pedagogical content knowledge; exclusively content-focused comments were rare. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01