The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education
The Development of Pedagogical Content Knowledge about Teaching Redox Reactions in German Chemistry Teacher Education
复制标题
德国化学教师教育中氧化还原反应教学内容知识的发展
作者：
L. F. Goes;Carmen Fernández;I. Eilks
本文介绍了一个定性的跨层次的研究，重点是未来和在职教师的教学内容知识（PCK）的氧化还原反应在德国。本研究旨在探讨职前教师教育与在职教师的PCK的差异。样本包括四个不同的群体：学士生，硕士生，研究生教师培训和在职教师。数据通过在线问卷和半结构化访谈收集。在线调查问卷是基于对氧化还原反应的误解和学习困难而开发的。62名参与者回答了问卷，并与12名参与者进行了访谈。结果表明，教学经验有所不同。职前教师描述了相当传统和内容为中心的方法，而有经验的教师强调内容的应用。经验丰富的教师表现出更发达的教学策略。参与者对学习者和课程的了解也各不相同。关于评估，实践处于相当普遍的教学知识水平，而不是特定领域。虽然德国的教师教育包括几个实习的机会，这表明，教师的PCK的核心方面开始发展和解决，只有当他们开始工作作为教师。为了避免传统做法永久化，需要对持续的专业发展进行投资。
This paper presents a qualitative cross-level study with a focus on prospective and in-service teachers’ pedagogical content knowledge (PCK) of redox reactions in Germany. The objective was to investigate and analyze the differences in PCK between those in pre-service teacher education and those working as teachers. The sample included four different groups: bachelor’s students, master’s students, graduate teacher trainees, and in-service teachers. Data were collected by an online questionnaire and semi-structured interviews. The online questionnaire was developed based on misconceptions and learning difficulties regarding redox reactions. Sixty-two participants answered the questionnaire and the interviews were carried out with twelve participants. The results revealed that teaching experience makes a difference. Pre-service teachers described quite traditional and content-focused approaches while experienced teachers emphasized the application of the content. Experienced teachers showed a more developed repertoire of instructional strategies. Participants differed also in their knowledge about learners and the curriculum. Concerning assessment, practices were at a quite general pedagogical knowledge level and not domain-specific. Although teacher education in Germany includes several chances for internships, it is suggested that central aspects of teachers’ PCK start to develop and settle only when they begin to work as teachers. To avoid perpetuating traditional practices, investment in continuous professional development is needed.