Fostering pedagogical content knowledge on “probability” in preservice primary teachers within formal teacher education: A longitudinal experimental field study
Barbara Drollinger-Vetter , Alex Buff , Frank Lipowsky , Kathleen Philipp , Sebastian Vogel
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引用次数: 0
Abstract
The article investigates the promotion of pedagogical content knowledge (PCK) on “probability”, which has recently become part of the primary school curriculum in Switzerland, during formal teacher training. In a longitudinal experimental field study with 512 prospective primary school teachers, a series of multiple regression analyses showed more favorable PCK development in all four treatment groups compared to a control group. The effects of the treatments proved to be independent of the initial cognitive preconditions. Given that all four treatments proved to be equally effective, there appear to be various effective ways to promote the acquisition of PCK on probability.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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