职前教师在评估热带雨林教案时如何参考不同的知识领域

IF 2.6 3区地球科学 Q1 GEOGRAPHY

Journal of Geography Pub Date : 2022-05-04 DOI:10.1080/00221341.2022.2078399

Nina Scholten, J. Doll, Nicole Masanek

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引用次数: 0

摘要

在初始教师教育(ITE)中，职前教师在不同的知识领域获得陈述性知识:一般教学法、内容和教学内容。为了调查他们如何在与学校相关的情况下使用这些知识，n = 56名职前教师被要求评估同伴的虚构课程计划。对他们的评论进行了内容分析和频率分析，确定了反映不同思维模式的三种不同的集群。参与者主要提到教学知识，以及一些教学内容知识;专门关注内容的评论很少见。

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How Preservice Teachers Refer to Different Knowledge Domains When Evaluating a Lesson Plan on the Tropical Rainforest

Abstract In initial teacher education (ITE), preservice teachers acquire declarative knowledge in different knowledge domains: general pedagogy, content, and pedagogical content. To investigate how they use this knowledge in a school-related situation, n = 56 preservice teachers were asked to evaluate a peer's fictitious lesson plan. Their comments were subjected to content analysis and frequency analysis, which identified three distinct clusters reflecting different thought patterns. Participants referred predominantly to pedagogical knowledge, as well as some pedagogical content knowledge; exclusively content-focused comments were rare.

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来源期刊

Journal of Geography GEOGRAPHY-

CiteScore

4.90

自引率

6.50%

发文量

期刊介绍： Journal of Geography is the journal of the National Council for Geographic Education. The Journal of Geography provides a forum to present innovative approaches to geography research, teaching, and learning. The Journal publishes articles on the results of research, instructional approaches, and book reviews.