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Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers
ARTICLE

, , Leibniz Institute for Science and Mathematics Education (IPN), Germany ; , Seminar for Elementary Science Education, Germany ; , Leibniz Institute for Science and Mathematics Education (IPN), Germany

TATE Volume 66, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study explores the structure of teacher cognition by investigating the relation of teachers' professional vision with pedagogical content knowledge and beliefs in the domain of elementary science education. An investigation using a video-based assessment approach on professional vision revealed that all three constructs are substantially associated but still separable. Latent correlations did not differ across master students (n = 113) and in-service teachers (n = 110) though in-service teachers had greater professional vision, pedagogical content knowledge and less transmissive beliefs. This suggests a stable structure of teacher cognition. Moreover, results indicate that especially transmissive beliefs hinder observing classroom situations in a professional way.

Citation

Meschede, N., Fiebranz, A., Möller, K. & Steffensky, M. (2017). Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 66(1), 158-170. Elsevier Ltd. Retrieved May 11, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2017.04.010

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