Lehrerkognitionen und Handlungsentscheidungen

Dann, Hanns-Dietrich; Haag, Ludwig

doi:10.1007/978-3-658-15083-9_4

Cited by 5 publications

(2 citation statements)

References 8 publications

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“…Research has brought beliefs about learning to center stage (Prawat, 1992) because they influence the classroom learning environment in terms of teachers' action-guiding preferences (Baumert et al, 2004). These preferences are considered to be a part of teachers' professional competence (Dann, 2000;Kleickmann, 2008;Baumert and Kunter, 2013). Beliefs about learning biology refer to a specific domain and are assigned to the subject-specific pedagogical content knowledge (PCK) for science (Magnusson et al, 1999).…”

Section: Theory Beliefs About Learningmentioning

confidence: 99%

“…Prospective teachers' beliefs about learning are relevant for their professional development during teacher education (Brown et al, 2013), because these beliefs are reflected in their quality of teaching (Buelens et al, 2002;Staub and Stern, 2002;Hartinger et al, 2006;Weißeno et al, 2013). As a part of a teacher's professional knowledge (Bromme, 1992;Dann, 2000;Kleickmann, 2008), these beliefs influence student learning success (Staub and Stern, 2002).…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Previous Biology Lessons on Prospective Teachers’ Beliefs About Learning Biology

et al. 2021

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Professional teaching competence is significantly influenced by beliefs about learning. Prospective teachers start their teacher training at university with quite persistent beliefs about learning processes. Beliefs about learning can be differentiated into two perspectives: beliefs about student learning and beliefs about one’s own learning. Theoretical considerations suggest that the latter influence beliefs about student learning and both perspectives are influenced by the way in which prospective teachers experienced their own lessons as pupils at school. We investigated how prospective biology teachers remembered their own biology lessons and how these experiences influenced their beliefs about learning regarding both perspectives. The sample consisted of 164 prospective biology teachers (Mage = 21.58 years, SDage = 2.5, 66.02% female) in Germany. Results of a simple mediation model indicate that previous experiences in biology lessons had an impact on both perspectives. Moreover, we found that the influence that previous lessons had on the beliefs about student learning was fully mediated by one’s beliefs about own learning processes. This suggests that experiences from one’s own schooling have an impact on how teachers view learning of their students. As implications for teacher training and future research, our findings suggest that both perspectives of beliefs need to be further taken into account and that an explicit focus on beliefs about teachers’ own learning is needed.

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