Fostering ePCK in pre-service biology teacher education using adaptive scaffolding in a video-based simulation
| Autor: | Marie Irmer, Dagmar Traub, Birgit J. Neuhaus |
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| Jazyk: | angličtina |
| Rok vydání: | 2024 |
| Předmět: | |
| Zdroj: | Cogent Education, Vol 11, Iss 1 (2024) |
| Druh dokumentu: | article |
| ISSN: | 2331186X 2331-186X |
| DOI: | 10.1080/2331186X.2024.2422272 |
| Popis: | A core element of teacherss' professional knowledge is their Pedagogical Content Knowledge (PCK). The Refined Consensus Model of PCK defines three realms of PCK: collective PCK, personal PCK and enacted PCK. ePCK encompasses the acts of planning and reflecting on a lesson. Digital simulations allow the training of transferring pPCK to ePCK in early teacher education. Until now, it remains unclear how digital simulations could be personalized. We analyze different types of adaptation granularity for a scaffolding via cognitive activation promptspresenting a study that was completed in a three-level single factor pre-post-test design. N=115 pre-service biology teachers were randomly assigned to three treatment groups receiving scaffolds either based on a summative cPCK-score or based on situation-specific cPCK-scores or no scaffolding. A mixed ANOVA revealed a main effect of time (Huynh-Feldt F(1.87, 208.92)=53.56, p |
| Databáze: | Directory of Open Access Journals |
| Externí odkaz: |
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