Fostering pedagogical content knowledge on "probability" in preservice primary teachers within formal teacher education: A longitudinal experimental field study

被引：0
|
作者：
Drollinger-Vetter, Barbara [1 ]
Buff, Alex [1 ]
Lipowsky, Frank [2 ]
Philipp, Kathleen [3 ]
Vogel, Sebastian [4 ]
机构：
[1] Zurich Univ Teacher Educ, Lagerstr 2, CH-8090 Zurich, Switzerland
[2] Univ Kassel, Dept Educ Sci, Nora Platiel Str 1, D-34109 Kassel, Germany
[3] Univ Appl Sci & Arts Northwestern Switzerland, Sch Educ, Hofackerstr 30, CH-4132 Muttenz, Switzerland
[4] Univ Kassel, Dept Educ Sci, Monchebergstr 21A, D-34125 Kassel, Germany
来源：
TEACHING AND TEACHER EDUCATION | 2025年 / 159卷
关键词：
Pedagogical content knowledge; Mathematics; Probability; Preservice teacher; Teacher education; Intervention study; SCIENCE CURRICULUM MATERIALS; EFFECT SIZES; MATHEMATICAL KNOWLEDGE; PROFESSIONAL KNOWLEDGE; COGNITIVE ACTIVATION; CONFIDENCE-INTERVALS; SCHOOL TEACHERS; OPPORTUNITIES; LESSON; ELEMENTARY;
D O I：
10.1016/j.tate.2025.104953
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The article investigates the promotion of pedagogical content knowledge (PCK) on "probability", which has recently become part of the primary school curriculum in Switzerland, during formal teacher training. In a longitudinal experimental field study with 512 prospective primary school teachers, a series of multiple regression analyses showed more favorable PCK development in all four treatment groups compared to a control group. The effects of the treatments proved to be independent of the initial cognitive preconditions. Given that all four treatments proved to be equally effective, there appear to be various effective ways to promote the acquisition of PCK on probability.
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页数：15
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