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

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，从而影响着教学过程的成功。教师教育的第二阶段被认为是教师培训的决定性阶段，在职教师候选人需要支持理论知识在实际教学情境中的实施。特别是，使用多种外部表征来描述教学材料中的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，在职教师候选人如何在特定学科和教育方面获得支持还没有得到充分的调查，这些方面涉及在教学和学习材料中使用多种外部表征。结合本研究项目，对不同形式的反馈对在职教师候选人专业能力的影响进行了实验研究。我们的研究兴趣重点在于反馈对内容知识、教学内容知识以及具有多重外在表征的生物化学教学信念的影响。测试人员是学习生物和/或化学的在职教师候选人。特别是内部（自我评估）和外部（外部评估）反馈相结合的反馈，预计会对使用多种外部表征的专业能力产生积极影响。

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.