<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>This paper presents the results of a qualitative study in which two newly developed pedagogical content knowledge (PCK) assessment tools in the fields of German and mathematics were used. In these instruments, preservice teachers (27 in German, 40 in mathematics) were presented with exemplary tasks for school students and with authentic student responses. Preservice teachers were asked to name the requirements of the tasks, to assess the quality of students’ answers and to formulate feedback to the students (i.e. preservice teachers dealt with authentic problems that are pivotal in the field of teaching). The data collected in the study were analysed from an interdisciplinary perspective. Findings showed that preservice teachers of both subjects followed comparable strategies for complexity reduction and encountered transfer problems. Interdisciplinary conclusions can be drawn for the design of learning environments in teacher education.</p>
</abstract>

This paper presents the results of a qualitative study in which two newly developed pedagogical content knowledge (PCK) assessment tools in the fields of German and mathematics were used. In these instruments, preservice teachers (27 in German, 40 in mathematics) were presented with exemplary tasks for school students and with authentic student responses. Preservice teachers were asked to name the requirements of the tasks, to assess the quality of students’ answers and to formulate feedback to the students (i.e. preservice teachers dealt with authentic problems that are pivotal in the field of teaching). The data collected in the study were analysed from an interdisciplinary perspective. Findings showed that preservice teachers of both subjects followed comparable strategies for complexity reduction and encountered transfer problems. Interdisciplinary conclusions can be drawn for the design of learning environments in teacher education.

Teacher education in the fields of German and mathematics: Facets of pedagogical content knowledge from an interdisciplinary perspective

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

This paper presents the results of a qualitative study in which two newly developed pedagogical content knowledge (PCK) assessment tools in the fields of...

Teacher education in the fields of German and mathematics: Facets of pedagogical content knowledge from an interdisciplinary perspective

Pubblicato online: 11 lug 2022

Pagine: 68 - 85

DOI: https://doi.org/10.23770/rt1833

Parole chiave
teacher education, pedagogical content knowledge, interdisciplinary perspective

© 2022 Iris Winkler et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Teacher education in the fields of German and mathematics: Facets of pedagogical content knowledge from an interdisciplinary perspective

Pubblicato online: 11 lug 2022

Pagine: 68 - 85

DOI: https://doi.org/10.23770/rt1833

Parole chiaveteacher education, pedagogical content knowledge, interdisciplinary perspective

© 2022 Iris Winkler et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Parole chiave
teacher education, pedagogical content knowledge, interdisciplinary perspective