Qualitative und quantitative Verknüpfung von Fachwissen, Fachdidaktik und Schulpraxis in der ersten Phase der fachdidaktischen Biologielehrerbildung : empirische Untersuchung zu Qualität und Nachhaltigkeit der Biologielehrerausbildung in der ehemaligen DDR
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Philipps-Universität Marburg
Abstract
This investigation focuses on the implementation of pedagogical content
knowledge (PCK) in Biology teacher education as a key stone for the
development of professional knowledge at university. Pupils’ learning outcomes
in international tests such as the IQB1-study 2012 (Pant et al. 2013) and
Programme for International Student Assessment (PISA, OECD 2016) have
revealed that students from East German provinces achieve better results than
their West German counterparts in Biology. Given a relation between – teacher
education - teacher activity in the classroom - pupils’ learning outcomes – there
might have been a difference in the teacher education at universities in the
former German Democratic Republic (GDR), which has a positive effect on
pupils’ learning outcomes. Therefore, an analysis of documents related to preservice
teacher education at universities of the former GDR has been
undertaken. The analysis proves that the scientists of Fachdidaktik Biology in
the former GDR had developed a theoretical framework of PCK in Biology
which was successfully integrated into the course curriculum of pre-service
Biology teachers. Interviews with in-service Biology teachers and a survey
developed based on categories extracted from these interviews were conducted.
These investigations have shown that three key elements are highly rated by
today’s in-service teachers of Biology: The implementation of the PCK
framework in connection with CK, interlinked with reflected practical courses
at school in pre-service Biology teacher education. Findings are discussed in
relation to the current discussions concerning PCK and pre-service teacher
education. The described implementation is suggested to constitute a viable
means of improving the sustainability of Biology teacher education. Based on
the findings presented here the PCK-Model developed by Park & Oliver (2008)
in terms of “Knowledge of Instructional Strategies and Representations for
Teaching Science” was extended here laying the focus on teaching Biology.
1 Institut für Qualitätsentwicklung
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This item has been published with the following license: In Copyright