Effects of feedback on in-service teacher candidates professional competencies in using external representations in science education

反馈对在职教师候选人在科学教育中使用外部表征的专业能力的影响

• 批准号: 335549902
• 负责人: Professor Dr. Mathias Jan Ropohl
• 金额: --
• 依托单位: Institut für Didaktik der Chemie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/335549902?language=en
• 关键词: Effects; feedback; service; teacher; candidates

Teachers' knowledge and beliefs are a substantial part of teachers' professional competence and have an influence on the realization and thus the success of instructional processes. The second phase of teacher education is presumed to be a decisive phase within teacher training, in which the in-service teacher candidates need support for the implementation of theoretical knowledge in practical teaching situations. Especially, the use of multiple external representations for depicting biological and chemical phenomena and processes in teaching and learning materials is a demanding task for in-service teacher candidates. Yet, it has not been sufficiently investigated how in-service teacher candidates can be supported in terms of subject-specific as well as educational aspects concerning the use of multiple external representations in teaching and learning materials. With the present research project effects of different forms of feedback on the professional competence of in-service teacher candidates are investigated experimentally. The focus of our research interest lies in the influence of feedback on the content knowledge, the pedagogical content knowledge and the beliefs about teaching and learning biology and chemistry with multiple external representations. Test persons are in-service teacher candidates who studied biology and/or chemistry. It is expected that especially feedback that combines internal (self-assessment) and external (external assessment) feedback, has a positive effect on the professional competence regarding the use of multiple external representations.

教师的知识和信念是教师专业能力的重要组成部分，影响着教学过程的实现和教学过程的成功。教师教育的第二阶段被认为是教师培训中的决定性阶段，在职教师候选人需要在实际教学情况下实施理论知识的支持。特别是，在教学材料中使用多种外部表征来描述生物和化学现象和过程，对在职教师候选人来说是一项艰巨的任务。然而，它还没有充分的调查如何在职教师候选人可以支持在特定学科以及教育方面的使用多种外部表征的教学和学习材料。本研究以在职教师为研究对象，通过实验考察了不同形式的反馈对在职教师专业能力的影响。我们的研究重点在于反馈对内容知识、教学内容知识和多元外部表征的生物学和化学教与学信念的影响。参加考试的人是学习生物和/或化学的在职教师候选人。预计，特别是结合内部（自我评估）和外部（外部评估）反馈的反馈，对使用多种外部代表的专业能力有积极的影响。