Professional Knowledge of Physics Teachers as Component of Quality of Instruction

Prof. Dr. Hans Fischer (Universität Duisburg-Essen)

Recent findings of research on science instruction have revealed complex and nontrivial relations between school conditions including system conditions, teacher cognition and beliefs, teachers’ and students’ activities in lessons and learning outcomes (Fischer et al., 2005). To clarify these relations, theoretical models as well as appropriate research designs and methodologies are needed to investigate teaching and learning. This allows trailing effects through the levels down to the instruction level sheds light on the well-known gap between teachers’ demands and students’ efforts (Stigler & Hiebert, 1997) and therefore allows for prediction of the effects of interventions to overcome this gap.
To accomplish these tasks, variables of teaching and learning sciences have to be investigated. Therefore, controlling features of students’ and teachers’ behavior in the science classroom and students’ outcomes as cause-effect relations is necessary to draw conclusions for good quality instruction and for identifying empirically grounded elements of pre-service and in-service teacher education.
Many different research instruments, such as tests, questionnaires and interviews, are needed to investigate variables on the different levels, and principles of qualitative and quantitative methodologies must be integrated in a mixed-methods approach. Teachers’ professional knowledge with the common dimensions content knowledge (CK), pedagogical content knowledge (PCK) and pedagogical knowledge (PK) is assumed to strongly influence teachers’ actions and student outcomes (Neumann, Kauertz & Fischer, 2012). To investigate CK, PCK and PK, a model for the dimensions and instruments to measure them are needed (Fischer, Borowski & Tepner, 2012). Using a measuring model including the above instruments, features of students’ and teachers’ behaviors in the science classroom can be related to outcome criteria necessary for drawing conclusions to improve the quality of instruction.

Wann 07.06.2013
von 11:00 bis 12:30
Wo Thomas-Nast-Str. 44, Seminarraum 028
Termin übernehmen vCal
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