Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations

Education Sciences, Journal Year: 2022, Volume and Issue: 12(10), P. 654 - 654

Published: Sept. 27, 2022

In this article, we analyse how to improve pre-service biology teachers’ pPCK (personal Pedagogical Content Knowledge), professional values and motivational orientations in the field of academic scientific language. On basis theory Refined Consensus Model PCK (RCM), made a two-month quasi-experimental intervention study with 32 teachers. As treatment, trained participants Plan–Teach–Reflect Cycle enacted school class, framework seminar. control group, teaching cycle was replaced by presentations their lesson plans. dependent variables, analysed participants’ pPCK, orientations. Our results showed an increase (F(1,28) = 3.51, p 0.04, part. η2 0.11, d 0.70) (F(1,23) 29.68, < 0.01, 0.56, 2.26) both groups, but no effects on values. The experience class strengthened 2.92, 0.10, 0.67) 7.64, 0.25, 1.15). We recommend integrating use ePCK into science teacher education programmes.

Language: Английский

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The EnTPACK rubric: development, validation, and reliability of an instrument for measuring pre-service science teachers’ enacted TPACK

Frontiers in Education, Journal Year: 2023, Volume and Issue: 8

Published: Sept. 29, 2023

Science instruction can benefit from the use of digital technologies if pre-service teachers are given opportunities to acquire Technological Pedagogical And Content Knowledge (TPACK) as part their studies. However, prevailing self-report approach TPACK measurement does not allow conclusions be drawn about enacted TPACK, which is rarely assessed in real classroom situations. In addition, instruments designed measure enactment lack descriptive clarity and no single instrument used assess three relevant phases teacher competencies (lesson planning, implementation, reflection). The present paper addresses this gap by presenting development validation a comprehensive rubric for assessing science teachers. To operationalize “fuzzy” aspects framework, targets specific media instructional teaching: student-generated explainer videos animations. At core process theory- literature-based systematic review (1) existing teachers’ (2) criteria classes. resulting allows valid appropriate conditions, has demonstrated reliability, excels due its focus, high degree differentiation, grounding theory literature, objective grading criteria, applicability all competencies.

Language: Английский

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Technological Pedagogical Content Knowledge (TPACK) for Preservice Biology Teachers: Two Insights More Promising

Participatory Educational Research, Journal Year: 2023, Volume and Issue: 10(6), P. 245 - 265

Published: Nov. 1, 2023

TPACK questionnaires have been extensively developed, but measurements considering biological content insights still need to be explored. This study aimed develop and validate by assessing core competencies, content, interdisciplinary biology knowledge for preservice teachers. We performed development validation through focus group discussions with education experts, survey studies. The was conducted in three phases a total number of 732 In phase 1, descriptive analysis calculated based on 232 participants. Phase 2, Exploratory Factor Analysis (EFA) 250 3, Confirmatory (CFA) confirm the final dimension instrument recently developed series analyses resulted 44 items eight dimensions: Technological Pedagogical Biological Content Knowledge Biology (TPACKB) comprises 12 items; (TK) biology, (BK), (TPK) consist 6 respectively; (TBK) 5 (PK) (PBK), Context (BCxK) comprise 3 respectively. Our recommended questionnaire assess teachers' holistically understanding, competencies as necessary steps empower resolution their students.

Language: Английский

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Digitale Medien in Lehr-Lern-Laboren. Innovative Lehrformate in der Lehrkräftebildung zum Umgang mit Diversität und Inklusion

Waxmann Verlag GmbH eBooks, Journal Year: 2024, Volume and Issue: unknown

Published: Feb. 1, 2024

Lehr-Lern-Labore bieten Studierenden die Möglichkeit, in authentischen komplexitätsreduzierten Lernumgebungen professionelle Kompetenzen zu entwickeln. Sie unterstützen Studierende darin, praktische Erfahrungen mit Lernenden sammeln, Lehr-Lern-Prozesse umfassend verstehen und erfolgreich gestalten. Dadurch sie unter anderem eine Gelegenheit der Auseinandersetzung aktuellen Herausforderungen des Lehrberufs. In diesem interdisziplinär angelegten Band stehen Kompetenzen, (angehende) Lehrkräfte für durch digitale Medien unterstützte Vermittlung von Schülerkompetenzen heterogenen Lerngruppen benötigen, im Mittelpunkt. Die einzelnen Fachbeiträge präsentieren Konzeptionen dem Schwerpunkt Nutzung digitaler Medien. Eine übergreifende Evaluation liefert Erkenntnisse zur Entwicklung Selbstwirksamkeitserwartung Studierenden, an den Lehr-Lern-Laboren teilnehmen. Alle Beiträge basieren auf innovativen Lehr-Lern-Laboren, Rahmen Qualitätsoffensive Lehrerbildung am Hochschulstandort Münster (weiter-)entwickelt wurden.

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Development and Application of a Domain-Specific TPACK Questionnaire—Findings from a Longitudinal Study on Teaching Human Biology Using Digital Tools

Journal of Science Education and Technology, Journal Year: 2024, Volume and Issue: 33(4), P. 607 - 620

Published: April 2, 2024

Abstract There are several specific digital tools now that have transformed the way science is taught. Correspondingly, teacher education programs changed, and they increasingly address development of technology-related professional content knowledge (TPACK). Owing to use technology in domains teaching, there an emergent need for domain-specific TPACK questionnaires. The present study investigates application a questionnaire teaching human biology using university-based program. A quasi-experimental between-subject design was applied 13 weeks four groups ( n = 155). intervention worked with biology, while control participated without consideration throughout We succeeded developing comprising seven reliable scales. procedure described herein may be applicable other disciplines. By means linear mixed modeling, we found all students gained knowledge; however, treatment × time interactions revealed belonging group main driver progression. Comparing treatments, at post-test, reported higher levels TPCK, TPK, TCK, but not CK, PK, TK, PCK. Sequential analyses longitudinal data highlighted working on regular basis constitutes boost effect. This contributes literature integration from perspective education, where can assessed used.

Language: Английский

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Teacher Role and Domain of Expertise in the 21st Century: Evidence from Preservice Biology Teacher

Jurnal Pendidikan Sains Indonesia, Journal Year: 2024, Volume and Issue: 12(2), P. 279 - 293

Published: April 8, 2024

This research focuses on biology education students' perspectives regarding teacher roles and domains of expertise in the 21st century identified from micro teaching courses. The aimed this study was to describe types that emerge practice courses identify based perceptions prospective students while attending method is a qualitative lesson framework. instruments used questionnaires, interviews, observation learning process. results show there are weaknesses domain needed century, which consists mastery content/material, technology pedagogy. Suggestions for further good cooperation between universities partners schools by forming communities (LSLC). LSLC can develop competencies students, especially those related pedagogical, technological, concept an ongoing basis

Language: Английский

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Examining Pre-Service Chemistry Teachers’ Technological Pedagogical Content Knowledge (TPACK) of Using Data-Logging in the Chemistry Classroom

Sustainability, Journal Year: 2023, Volume and Issue: 15(21), P. 15441 - 15441

Published: Oct. 30, 2023

In recent decades, the integration of technology, particularly data logging, has become a cornerstone effective science teaching, placing increased emphasis on cultivation teachers’ Technological Pedagogical Content Knowledge (TPACK). While TPACK framework garnered attention in education, limited research explored interplay components within constructivist context, context data-logging-supported chemistry class. To bridge this gap, study conducted comprehensive survey with 181 pre-service teachers, probing their as it pertains to logging. Results from both exploratory and confirmatory factor analyses underscored reliability validity instrument. Subsequently, structural equation modeling was employed illuminate intricate relationships among various facets TPACK. Findings suggested sequential developmental pattern TPACK, (TPK), (TCK), (PCK) all exerting positive influence overall Moreover, unveiled significant correlation between data-logging capacity for design thinking. Interestingly, gender differences were negligible. light these findings, not only contributes our understanding development but also practical implications nurturing proficiency when using data-logging.

Language: Английский

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Exploring Informatizaon Instructional Core Competence of Higher Vocational College Teacher for Professional Development

Journal of Educational and Social Research, Journal Year: 2024, Volume and Issue: 14(2), P. 47 - 47

Published: March 5, 2024

In the dynamic landscape of educational information technology, proficiency vocational college teachers in this domain has garnered significant attention due to its rapid evolution. The purpose study is comprehensively explore foundational aspects teachers' competence technology instruction. primary objective augment these teachers’ capabilities and foster their professional growth realm teaching. six pivotal elements rooted TPACK (Technological Pedagogical Content Knowledge) are analysed using a literature-based approach. These encompass technological knowledge, content pedagogical knowledge. findings illustrate distinctive contribution each element teaching teachers, thereby facilitating holistic development. nuanced enhancement competency indicators equips adeptly navigate demands instruction, cultivates prowess, enables them deliver highest-quality services. Received: 2 January 2024 / Accepted: 29 February Published: 5 March

Language: Английский

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Fun and E-learning (A Hybrid Teaching Factory Model)

Proceeding of International Student Conference on Business, Education, Economics, Accounting, and Management., Journal Year: 2024, Volume and Issue: 1(1), P. 732 - 752

Published: Feb. 23, 2024

Educators must possess the capacity to create engaging instructional sessions that are tailored specific time periods and generational attributes. This study explores concept of an educational setting within context generation Z period. Furthermore, technological advancements have offered individuals supplementary prospects cultivate nurture social connections in what is commonly referred as e-learning. Classroom management encompasses coordination classroom activities enhance learning, along with teacher's proficiency creating optimal learning environment through use technology, line demands digital era, address any challenges arise during process. The primary objectives utilizing (digital) technology quality maximize overall experience (e-learning). Attaining essential for guaranteeing excellence abilities encompass educators' effectively establish sustain ideal by adeptly employing accordance contemporary trends distinctive attributes Generation students. Efficiently managing teaching process requires a systematic approach tasks such planning, organizing, controlling, supervision. These actions conducted concurrently, thoroughly, integrated manner. A using carried out hybrid according factory good solution achieving objectives.

Language: Английский

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Establishing common ground in empirical research on science teachers’ lesson planning competence: a scoping review

Studies in Science Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 51

Published: Oct. 25, 2024

Although lesson planning is considered a crucial competence of science teachers, research in this area remains limited. Currently, there lack both comprehensive heuristic model describing the necessary knowledge and skills for effective an overview recently emerging field consolidating current findings suggesting future directions. To address gap, we conducted scoping review N = 66 empirical studies (1987-2022) focusing on pre-service in-service teachers' competence. Our analysis reveals that most emphasise identification conceptual knowledge, with less attention given to procedural or process. Additionally, while majority examine creation mental written plans, few consider justification decisions. A bibliographic coupling indicates researchers have yet establish common theoretical foundation. this, present our within modified version Refined Consensus Model Pedagogical Content Knowledge. This adapted aims facilitate providing cohesive framework understanding critical aspect education.

Language: Английский

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