Dissertation: Qualitative und quantitative Verknüpfung von Fachwissen, Fachdidaktik und Schulpraxis in der ersten Phase der fachdidaktischen Biologielehrerbildung

Qualitative und quantitative Verknüpfung von Fachwissen, Fachdidaktik und Schulpraxis in der ersten Phase der fachdidaktischen Biologielehrerbildung

Empirische Untersuchungen zu Qualität und Nachhaltigkeit der Biologielehrerausbildung in der ehemaligen DDR

Studien zur Berufs- und Professionsforschung, Band 36

Hamburg 2018, 152 Seiten
ISBN 978-3-339-10548-6 (Print), ISBN 978-3-339-10549-3 (eBook)

Biologielehrer, Biologielehrerausbildung, Biologieunterricht, DDR, Erziehungswissenschaft, Fachdidaktik Biologie, Fachdidaktisches Wissen, Fachwissen, GDR, Lehrerausbildung DDR, Lehrerbildung universitär, Mentoren, Pädagogik, pedagogical content knowledge, Professionalisierung, Schulpraktische Übungen, Schulpraxis

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Currently a broad discussion of problems regarding the educational system and its challenges takes place in Germany. The quality of pre-service teacher education is in the center of the discussion. This investigation focuses on the implementation of PCK in Biology teacher education as a key stone for the development of professional knowledge at university. Students outcomes in international tests such as IQB (2012) and PISA (2015) have shown that pupils from East German provinces achieve better results than their West German counterparts in Biology. Given a relation between teacher education-teacher activity in the classroom and students outcomes – there might have been a difference in the teacher education at universities in the former GDR, which has a positive effect on student outcomes. Therefor an analysis of certain documents has been undertaken. The review proves that the scientists of Fachdidaktik Biology in the former GDR have developed a theoretical framework of PCK in Biology which was successfully integrated into the course curriculum of pre-service Biology teachers. Interviews with in-service Biology teachers and a survey developed based on categories extracted from these interviews have shown that this framework and its implementation in connection with CK (content knowledge) and reflected practical courses at school in pre-service Biology teacher education are highly evaluated by todays in-service teachers of Biology. Findings are discussed in relation to the current discussion concerning PCK. The described implementation is suggested to constitute a viable means of improving the sustainability of Biology teacher education.



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