Preservice Teachers’ Professional Knowledge and Its Relation to Academic Self-Concept

Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross‐lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre‐ and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action‐related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β= .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action‐related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory‐practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge.

Teachers’ academic self-concept is considered an important factor influencing their professional competence. Regarding primary science education, positive science (teaching) related self-concepts might encourage teachers to plan and teach ‘minds on’ experiment-based science lessons leading to deep learning processes. However, research on pre- and in-service primary teachers’ self-concepts and influencing factors, such as previous experimental experience, is scarce. Thus, this study investigates the impact of an experiment-based intervention on pre-service primary school teachers’ experiment-related self-concept and self-concepts on planning and teaching experiment-based lessons. The evaluation followed a quasi-experimental, longitudinal (pre-post) design with an experimental group of N = 158 pre-service primary teachers and a baseline group (N = 44), not attending the course. According to the results, pre-service teachers gained little to moderate experimental experience in school and studying at university. Besides, the pre-service teachers with a science major gained significantly more experimental experience than those with other majors during their time at the university. Significant, positive correlations were found between previous experimental experiences and the self-concepts examined in this study. While self-concepts did not change in the baseline group, they increased significantly in the experimental group. One reason for this could be the perception of competence, as the findings reveal positive correlations between changes in self-concepts and perceived experimental competence during the intervention. Regarding the impact of the variable ‘course format’ on reinforcing the self-concepts, participants of the intensive block format seem to have a slight advantage compared to pre-service teachers attending the traditional, weekly course format. Furthermore, the results indicate that the course is equally beneficial for pre-service teachers with and without a science major.

This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of obuchenie, which is a dialectical process of mutual adaptation between student and teacher. Music education PST participated as subject expert/pedagogy novice, while generalist classroom teacher occupied the role of pedagogy expert/music novice. Findings relate to the acquisition of four aspects of teacher professional agency, subject or content knowledge, pedagogical knowledge, curricular knowledge, and pedagogical content knowledge. A thematic analysis was undertaken using data from interviews, PST reflective journals, observations, lesson plans, and researcher field-notes. In comparison with the traditional school placement, there was a radical improvement in the development of professional agency amongst the coteaching cohort.

German pre-service teacher education aims to foster the concurrent formation of content knowledge, pedagogical knowledge, and pedagogical content knowledge. Accordingly, the coordination, sequencing, and prioritization of learning opportunities for the three areas of professional knowledge represent vital issues of the organization of teacher education at German universities. In this context, reanalyzing selected data of a previous experiment, we examined effects of instruction on pedagogical content knowledge about fractions in sixth-grade mathematics on the formation of corresponding content knowledge and generic pedagogical knowledge. Totaling 59 pre-service elementary school teachers, three groups had received seven hours of intervention on either content knowledge, pedagogical knowledge, or pedagogical content knowledge. Analyses of video recordings, ratings of treatment quality, and tests of professional knowledge revealed strong internal validity of the data. We found small effects of instruction on pedagogical content knowledge on the formation of both content knowledge and pedagogical knowledge. However, contrary to our expectations, effects on pedagogical knowledge were more consistent and statistically robust than effects on content knowledge. For the development of pedagogical knowledge in teacher education, this finding highlights the potential of parallel or integrated coursework, in which pre-service teachers use specific instructional strategies and student conceptions as examples to derive generic principles of teaching and learning.

CoRe is one of the Pedagogical Content Knowledge (PCK) representation that it important for pre-service chemistry teacher. This study aimed to analyze the correlation among pre-service teachers’ understanding of curriculum (UC), understanding of context-based learning (UCB), self-efficacy (SE) and the ability for designing Content Representation context-based chemistry (CoRe-CBC). A correlational study was conducted on 41 pre-service chemistry teacher of postgraduate program. Pre-service teachers’ understanding of curriculum was assessed using a 30-item of multiple choices. The 6-open ended questions were used to measure the understanding of context-based chemistry learning. Students’ self-efficacy was assessed by a questionnaire with 18 items. A group of experts confirmed the construct and face validity of all the instruments. Data analysis used Pearson correlation and regression. The result showed a high correlation between UCB and ability for designing the CoRe-CBC also with UC. A low correlation occurred between UC and the ability for designing CoRe-CBC. The variable of UCB had the biggest effect on the pre-service teacher ability for designing CoRe-CBC. However, the pre-service chemistry teacher still had less understanding in context-based chemistry learning. This study suggests that pre-service teachers’ understanding of curriculum and context-based chemistry learning should be improved. It will useful to support the implementing context-based chemistry learning.

Previous studies have revealed that a newly compiled phonics instructional guide was able to improve the content knowledge level of pre-service EFL teachers by 23 per cent. Based on this and to further investigate how this guide indirectly impacted the pedagogical content knowledge of these teachers, a longitude and continuous quantitative study was conducted on the same sample in the same teaching college in China. In total, 140 pre-service EFL teachers were assigned to two equivalent groups as before, namely the experimental (N=70) and control groups (N=70), who conducted a trial phonics instruction and completed self-evaluation questionnaires, respectively. The trial instruction aimed to assess their pedagogical content knowledge of teaching phonics, while the self-evaluation form aimed to investigate their self-perceived competencies and efficacy in phonics instruction. The results indicated that based on the content knowledge they already possessed, the pre-service EFL teachers in the experimental group had higher levels of pedagogical content knowledge and self-perception; in comparison, those in the control group had lower pedagogical content knowledge and self-perception levels. In other words, the linear regression results demonstrated that the content knowledge of pre-service EFL teachers is a reliable predictor of their pedagogical content knowledge and self-perception levels. These findings suggest the necessity of enhancing pre-service EFL teachers’ content knowledge of phonics instruction via the guide to further improve their phonics instruction competency, which forms part of their pedagogical content knowledge.

An examination of preschool prospective teachers' subject matter knowledge and pedagogical content knowledge on basic geometric shapes in Turkey

This research is aimed to analyze chemistry pre-service teachers' profile of the TPACK (Technology Pedagogy and Content Knowledge) competencies in Teachers College. The method used in this study was a mixed method using TPACK’s questionnaire and interview. This study revealed that Content Knowledge (CK), Technology Knowledge (TK), Pedagogy Knowledge (PK), Pedagogy Content Knowledge (PCK), and Technology Pedagogy Knowledge (TPK) components of TPACK of pre-service teachers are excellent. The Technology Content Knowledge (TCK) component needs to be improved throughout training courses that enabled the pre-service teacher to utilize, design, and apply various chemistry-based computer applications. The component of TPACK will continue to develop with the support of institutions and teaching experience. Strengthening the components of TPACK is important for a chemistry teacher to embrace 21st century learning.

In the evolving field of mathematics education, there is the need to maintain the relationship between what is presented in college level preparation courses and the skills required to teach mathematics in classrooms. This research examines the knowledge demands placed on 73 pre-service primary teachers as they use lesson study to plan and teach data handling in primary classrooms. Pre-service teachers are observed as they plan, teach and re-teach data lessons in classrooms. Problems of practice are identified and categorized using the Ball, Thames and Phelps (2008) subdomains of common content knowledge (CCK), specialized content knowledge (SCK), knowledge of content and students (KCS) and knowledge of content and teaching (KCT). The results provide insights into the specific knowledge demands placed on early career teachers when teaching data and statistics and identifies foci area that can be addressed in teacher preparation programs. The results illustrate that development of understandings in one knowledge subdomain can motivate and impact learning in another subdomain. These interrelationships were found to exist both within and between the domains of content and pedagogical content knowledge.

Information Communications and Technology (ICT) was first introduced through the Smart School project in 1997. Results from past studies on teachers’ use of ICT were mixed whereby their confidence in using ICT and their use and integration of ICT in their classroom practice were incoherent. Hence, this study intends to investigate the confidence level and skills of current pre-service teachers in teaching the English language through the use of ICT. Forty six pre-service English language teachers were selected purposively from a local university and a teacher training college, based on these few criteria set within the limitations of this study. This atudy adopted and adapted the questionnaires from the ICT Integration Survey (Spazak, 2010) and Technological Pedagogical and Content Knowledge (TPACK) by Mishra and Koehler (2006). These questionnaires are adopted for the purpose of understanding the pre-service teachers’ technological skills, as well as their content and pedagogical knowledge of English language teaching at the point in time when the data was collected. The data collected were analysed using the Statistical Packet for the Social Sciences (SPSS). Results showed that pre-service English language teachers are confident users of ICT, both for their own personal interests and to integrate ICT in their teaching. However, it is also found that pre-service teachers are skilled in ICT because they have been exposed to it since young. Further results that have emerged from this study revealed that there is no relationship between the time used in ICT and the confidence or skills in using ICT.

This study aims to describe the content knowledge, pedagogical knowledge, and pedagogical content knowledge of students of pre-service physics teachers at Walisongo Semarang. The type of research is quantitative descriptive. The samples were Physics Pre-service teachers at Universitas Islam Negeri Walisongo Semarang. The samples were 65 pre-service physics teachers determined by the purposive sampling technique. The method of collecting data used was a test, observation, and documentation. The results showed that pre-service physics teachers' content knowledge capabilities were in three categories, namely: 35% poor, 42% sufficient, and 23% good. The pedagogical knowledge test showed that 16% of physics pre-service teachers were in a good category, 77% were in a good category, and 7% were in a very good category. The results of the pedagogical content knowledge test showed that 12% of the pre-service physics teachers were in the poor, 30% were in the moderate category, 35% were in a good category, and 23% were in the very good category. Pre-service physics teachers had the lowest ability in determining other factors that influence teaching concepts, and the highest ability in determining important science concepts in the material to be taught. This research implies that remediation is needed to improve physics pre-service teachers' Pedagogical Content knowledge capabilities, which can be applied in the Plan of Learning course

In this study we investigated preservice elementary school teachers' content knowledge and pedagogical content knowledge of decimal numeration. The preservice teachers completed a decimal comparison test, marked items they thought would be difficult for students, and explained why. Only about 80 percent of the sample tested as experts, indicating that a significant proportion of preservice teachers have inadequate content knowledge of decimals. Confusion about the size of decimals in relation to zero was a significant and unexpected difficulty, leading to concerns about the fragmentary nature of the preservice teachers' knowledge. Most preservice teachers were aware of longer-is-larger misconceptions in students, but had little awareness of shorter-is-larger misconceptions. Preservice teachers' explanations for the reasons students might have difficulty demonstrated that many are good at identifying features that make comparisons difficult but less able to explain why these cause trouble. Results point to the need for teacher education to emphasise content knowledge that integrates different aspects of number knowledge, and pedagogical content knowledge that includes a thorough understanding of common difficulties.

Instructional courses for preservice teachers are usually categorized as disciplinary content courses or pedagogical courses, and learners are expected to develop the pedagogical content knowledge on their own. Metacognitive strategies are often used in the pedagogical courses, but not in the content courses. This study presents an alternative design of a disciplinary course for preservice teachers, which uses metacognitive teaching strategies to promote the attainment of both disciplinary knowledge and pedagogical content knowledge. The goal of the study was to test whether in the context of the disciplinary course preservice teachers would develop their conceptual understanding as well as their pedagogical content knowledge about using a similar instructional strategy. Another goal was to determine what scaffolding is needed to help preservice teachers integrate the content and pedagogical aspects of learning. The results indicate that the collaborative diagnosis of conception (CDC) strategy helped preservice teachers develop a high level of conceptual understanding that goes beyond the achievements in traditional courses. This study presents a model for incorporating metacognitive strategies in a preservice content course and how the use of these strategies contributes to the learning of content and pedagogy. Metacognition is applied in this chapter for two different purposes: First, the CDC strategy uses metacognition to improve physics content knowledge, and second, metacognition is used to scaffold preservice teachers’ awareness of the instructional strategies that were used, thereby helping them construct their PCK. It refers to metacognitive knowledge about people, strategies, tasks, and the knowledge integration strategy, and to metacognitive regulation.KeywordsPre-service TeachersMetacognitive Strategy InstructionCollaborative DiagnosisPedagogical Content Knowledge (PCK)Metacognitive KnowledgeThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service teachers comprehended the Technological Pedagogical Content Knowledge (TPACK) and its components, content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and their associations with demographic variables. Using a self-report questionnaire, the study surveyed 440 pre-service teachers from three distinct teacher training colleges. Data was analyzed using descriptive statistics, independent t-test, and Pearson's correlation. Results showed that pre-service teachers rated themselves above the mean in all components: TPK and CK were the highest, and TCK and TPACK were the lowest. There was a significant difference in the gender and foreign language variables; males and being able to understand foreign languages were the favor. A negative relationship existed in age variables where younger pre-service teachers demonstrated higher competence in all aspects of TPACK except PCK. It concluded that Cambodian STEM pre-service teachers demonstrate adequate knowledge of content, pedagogy, and technology to integrate information communication and technology (ICT) into their teaching. Possessing a medium to a high level of TPACK, additional professional development programs are needed to assist pre-service teachers in reaching the highest TPACK level.

The use of and reflection on writing prompts in mathematics education can allow pre-service teachers to enhance their own mathematical knowledge and broaden their understanding of students’ learning needs. In this paper, we share results from a study with secondary pre-service mathematics teachers who were asked to respond to writing prompts related to various mathematical concepts, reflect on their responses, and then give the same prompts to a group of college algebra students. Our analysis of the data shows that the prompts helped the pre-service teachers to reflect on their role as learners, student thinking and needs and classroom practices. We relate these findings to a framework for looking at pedagogical content knowledge and discuss the usefulness of writing prompts with pre-service mathematics teachers for expanding such knowledge.