Fostering Biology Teachers' Professional Knowledge and Effects on Professional Vision of Biology Instruction

• In Event: Moscone Center West Roundtable Session 8
  In Roundtable Session: Visions for Mobilizing Video in Preservice Teacher Education

Abstract

Professional knowledge (content knowledge, pedagogical-psychological knowledge, pedagogical content knowledge), situation-specific skills (professional vision), and teachers’ performance in class are components of teachers’ professional competence. To foster teachers’ professional competence with regard to real-world demands, a video-based approach is promising. A learning environment showing biology classroom situations was used to investigate effects of biology teachers’ professional knowledge on professional vision. Within an experimental study, taught knowledge dimensions were varied between pre-service biology teachers and professional knowledge and professional vision were measured pre and post. Results showed an effect of the video use on teachers’ professional knowledge. Additionally, pedagogical content knowledge affected teachers’ professional vision. Thus, using videos can raise practical knowledge that influences professional observing of subject-specific classroom features.

Authors

• Maria Kramer, Ludwig-Maximilians-Universität München

• Christian Förtsch, Ludwig-Maximilians-Universität München

• Birgit J. Neuhaus, Ludwig-Maximilians-Universität München