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

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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.