Open AccessTSPK and beliefs about teaching and learning electricity in lower secondary: A comparison between teacher students and first year teachers
Author(s) -
Thomas Schubatzky,
Claudia HaagenSchützenhöfer,
Ingrid Krumphals
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1287/1/012046
Subject(s) - mathematics education , curriculum , teacher education , test (biology) , quality (philosophy) , psychology , professional development , student teacher , pedagogy , paleontology , philosophy , epistemology , biology
The relationship between teachers’ beliefs, topic specific professional knowledge (TSPK) and their teaching practice has driven research in the field of teachers’ professional knowledge for the last decades. Currently in Austria teacher education programmes and induction phases are reformed. In the course of the development of new curricula and courses knowledge about their quality and effectiveness is essential. Therefore, appropriate test-instruments are needed. This contribution presents results of a pilot study focusing on teacher students and first-year teachers TSPK and beliefs. In order to investigate whether and to what extent TSPK varies between teacher students and fully educated teachers, the presented study focuses on the comparison of TSPK-test results of pre-service teachers and first year teachers in Austria. Additionally, the relationship between TSPK, beliefs and knowledge of the Nature of Science was investigated.