Fostering pedagogical content knowledge on “probability” in preservice primary teachers within formal teacher education: A longitudinal experimental field study

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-03-14 DOI:10.1016/j.tate.2025.104953

Barbara Drollinger-Vetter , Alex Buff , Frank Lipowsky , Kathleen Philipp , Sebastian Vogel

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.

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在正规教师教育中培养职前小学教师关于“概率”的教学内容知识：一项纵向实验研究

摘要本文调查了“概率论”教学内容知识（PCK）在瑞士正式教师培训中的推广情况，“概率论”已成为瑞士小学课程的一部分。在一项对512名准小学教师进行的纵向实验研究中，一系列多元回归分析显示，与对照组相比，所有四个治疗组的PCK发展都更有利。治疗的效果被证明是独立于最初的认知前提条件。鉴于所有四种治疗方法都被证明是同样有效的，似乎有各种有效的方法来促进PCK的概率获得。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

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.