The Importance of a Horizontal Interlinking Dimension in Content Knowledge for Chemistry Teacher Education

Abstract

Teacher education at German universities aims at providing the theoretical knowledge base for professionalization processes of preservice (chemistry) teachers. However, many preservice teachers report a perceived discontinuity between the content knowledge gained at the university and the content knowledge required in the school context. This paper investigates potential reasons for this discontinuity from a theoretical perspective and supports these findings with data from an empirical, primarily qualitative study (N = 39 preservice chemistry teachers). We conclude by arguing for the necessity of horizontal interlinking of content knowledge across the subdisciplines of chemistry to render such restructured knowledge applicable in the school context. To address this need, we introduce the concept of Profession-Relevant Content Knowledge (PRCK) as a process-oriented approach to preparing content knowledge for chemistry teacher education. The process aims to bridge the perceived gap and distinguish itself from the vertically interlinked construct of School-Related Content Knowledge (SRCK).