Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations

Behling, Franziska; Förtsch, Christian; Neuhaus, Birgit J.

doi:10.3390/educsci12100654

Cited by 4 publications

(6 citation statements)

References 81 publications

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“…Therefore, we suggest that science teachers should be provided with reflection tools such as CoRe and video and be supported to use these tools in collegial settings. Behling et al (2022a) recommend using the plan-teach-reflect cycle to develop pPCK, as their empirical study showed it to be fruitful. In line with Behling et al (2022a), we also recommend the use of the plan-teach-reflect cycle for the development of teachers' pPCK, preferably with the CoRe tool in combination with video.…”

Section: Discussionmentioning

confidence: 99%

“…Behling et al (2022a) recommend using the plan-teach-reflect cycle to develop pPCK, as their empirical study showed it to be fruitful. In line with Behling et al (2022a), we also recommend the use of the plan-teach-reflect cycle for the development of teachers' pPCK, preferably with the CoRe tool in combination with video. Making the ePCK explicit, as in the plan-teach-reflect cycle, helps teachers to reflect and emphasise why they teach the way they do and why they choose certain content.…”

Section: Discussionmentioning

confidence: 99%

“…In a previous study, Behling et al (2022a) analysed how to improve pre-service biology teachers' pPCK in the field of academic and scientific language. Based on the theory of RCM, the participants in the study were trained in the plan-teach-reflect cycle of ePCK.…”

Section: Literature Reviewmentioning

confidence: 99%

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Capturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection

Forsler,

Nilsson,

Walan

2023

Res Sci Educ

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This study focuses on how science teachers’ Pedagogical content knowledge (PCK) can be captured and developed with the support of Content representation (CoRe) in combination with video-based reflection when they plan, teach, and reflect on their teaching in sustainable development (SD). The theoretical framework is based on PCK, and the Refined consensus model (RCM) is used as a theoretical lens for conceptualising links between teaching practice and PCK development. Eleven upper-secondary school science teachers participated in the study. Data from two teachers were chosen to illustrate representative examples from the analysis. The findings indicate that the use of CoRe and video-based reflection provides opportunities for teachers to make their knowledge of practice explicit and help them begin to identify aspects within their own practice that are important for the further development of teaching SD. The use of RCM as an analytical tool also makes an important contribution to how RCM can be used to identify and capture teachers’ PCK.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Capturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection

Forsler,

Nilsson,

Walan

2023

Res Sci Educ

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“…The study was underpinned by the Refined Consensus Model (RCM) of PCK (Carlson & Daehler, 2019). In this model there is collective PCK (cPCK) which refers to the published and documented experiences of practitioners, in this case biology teachers, which informs the professional way of teaching the subject (Behling, Förtsch, & Neuhaus, 2022). These authors pointed out that when a teacher is confronted with cPCK during preservice teacher development, through engagement with content materials taught, interaction and communication with lecturers and colleagues, they integrate it internally into their own pPCK based on how they understand and experience.…”

Section: Literature Reviewmentioning

confidence: 99%

Developing Preservice Science Teachers’ Pedagogical Content Knowledge Through Reflection on Lesson Planning

2023

Education and New Developments

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Reflection is one of the subjects most discussed in teacher development. Despite its importance in improving teacher practices, reflection has been found to be contentious amongst teachers who battle with high workload and the need to complete the curriculum in time for examinations. Thus, said reflection can be viewed as a chore to most teachers particularly preservice teachers who not only need to master the pedagogical knowledge and subject matter knowledge but also classroom management techniques amongst other skills. The current paper reports on a study on how lesson planning was used as a tool to develop preservice teachers' pedagogical content knowledge through reflection. In a qualitative case study, 50 Bachelor of Education Life Sciences students in their final year of study were each tasked to identify their 'best' lesson plan and 'worst' lesson plan and critically reflect on why they considered the lesson plans that way. These lesson plans had been designed and taught in schools during schoolwork experience (herein referred to as work integrated learning (WIL) in the first half of the year. Data was obtained from each participant's submission of the two lesson plans and the reflection, which were then subjected to content analysis. The following aspects about lesson planning were considered: knowledge of the content to be taught, knowledge of the learners including classroom context, formulation of objectives, designing of teaching and learning strategies and activities, assessment opportunities, planning for technology use, and the student's ability to realise good and bad practices in lesson planning. Thereafter they were tasked to plan and teach in their last seven weeks of WIL. The findings showed how the preservice teachers were determined to improve their lesson planning as they included in their reflections how they could plan and teach the same lesson differently including the so-called best lesson plan. Preservice teachers used words such as deficit, unstructured, misaligned, unattainable, not well thought out, to critique their lesson plans. Creativity as an aspect of the teacher skills set was evident in the way these 21st century teachers conceptualised how science should be taught. There were however some who failed to identify obvious weaknesses or strengths in their lessons plans, which showed stagnancy in development. The findings provide implications for teacher professional development practices.

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“…pPCK. We measured pPCK pre and pPCK post with a focus on students' language proficiency in biology class by an open-ended paper-and-pencil test with nine items, which took the preservice teachers 20 min [53]. The test was based on a validated test of Jüttner et al [54].…”

Section: Test Instrumentsmentioning

confidence: 99%

The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK

Behling¹,

Förtsch²,

Neuhaus³

2022

Education Sciences

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In this article, we analyse potential filters that moderate the transformation process between the realms of PCK defined in the refined consensus model of pedagogical content knowledge. We tested 58 preservice biology teachers in a 15-week one-group pretest/post-test design. To identify filters between collective PCK (cPCK) and personal PCK (pPCK), we set up moderation models with pretest pPCK as an independent variable, post-test pPCK as a dependent variable, and motivational orientations or professional values as moderator variables. To identify filters between pPCK and enacted PCK (ePCK), we set up moderation models with post-test pPCK as an independent variable, ePCK as a dependent variable, and noticing or knowledge-based reasoning as moderator variables. We did this specifically with a focus on language in biology education. We found that only the variable knowledge-based reasoning had a role as a filter. It moderates the transformation process between pPCK and ePCK (moderation analysis: F(3,19) = 10.40, p < 0.001, predicting 25.72% of the variance). In future studies, other filters should be identified.

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Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations

Cited by 4 publications

References 81 publications

Capturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection

Capturing and Developing Teachers’ Pedagogical Content Knowledge in Sustainable Development Using Content Representation and Video-Based Reflection

Developing Preservice Science Teachers’ Pedagogical Content Knowledge Through Reflection on Lesson Planning

The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK

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