Shine a spotlight on the preparatory service within science teacher education in Germany: A systematic review

Q3 Social Sciences European Journal of Science and Mathematics Education Pub Date : 2023-01-01 DOI:10.30935/scimath/12980

Melina Doil, V. Pietzner

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引用次数: 1

Abstract

Due to the lack of success of German students in recent program for international student assessment (PISA) studies since 2001, the question arises whether German teacher training has an impact on this performance. This publication is based on a systematic review which deals with German-language publications of various PISA-relevant areas within the preparatory service in Germany. The results show that there is a clear need for action in the areas of scientific literacy, nature of science as well as media and information literacy. In addition, the structure of the preparatory service as well as the psychological stress of prospective (science) teachers in Germany are explained in more detail. Despite being limited to German publications and individual competencies of PISA surveys, the study identifies a need for action for the German preparatory service. The aim of this publication is to provide a basic description of the German preparatory service in relation to science teacher education to compare German teacher education with better performing teacher training according to PISA.

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德国科学教师教育中的预备服务:系统回顾

自2001年以来，由于德国学生在最近的国际学生评估(PISA)研究项目中缺乏成功，因此出现了德国教师培训是否对这一表现产生影响的问题。本出版物是根据一项系统审查编写的，该审查涉及德国筹备部门内与pisa有关的各个领域的德语出版物。结果表明，在科学素养、科学的本质以及媒体和信息素养等领域明显需要采取行动。此外，还详细阐述了德国预备服务的结构以及准(理科)教师的心理压力。尽管该研究仅限于德国出版物和PISA调查的个人能力，但该研究确定了德国预备服务需要采取行动。本出版物的目的是提供与科学教师教育相关的德国预备服务的基本描述，以比较德国教师教育与根据PISA进行的更好的教师培训。

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来源期刊

European Journal of Science and Mathematics Education Social Sciences-Education

CiteScore

1.60

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0.00%

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