Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience
Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-07-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/12/7/479 |
| _version_ | 1797433690297466880 |
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| author | Christoph Vogelsang Christoph Kulgemeyer Josef Riese |
| author_facet | Christoph Vogelsang Christoph Kulgemeyer Josef Riese |
| author_sort | Christoph Vogelsang |
| collection | DOAJ |
| description | Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with <i>N</i> = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), and reflection and planning skills (standardized performance assessments) were assessed before and after the field experience. Path analyses revealed almost no influence of reflection skills on planning skills. Reflections skills did not contribute to preservice teachers planning skills beyond knowledge, indicating both constructs might represent rather independent abilities. The results show the need for further development of models describing the development of teachers’ professional knowledge and skills in academic teacher education and for the development of concepts for a better integration of reflection and lesson planning in field experiences. |
| first_indexed | 2024-03-09T10:20:35Z |
| format | Article |
| id | doaj.art-ba3beff40b674680b9a1cd892c3356b1 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T10:20:35Z |
| publishDate | 2022-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-ba3beff40b674680b9a1cd892c3356b12023-12-01T22:04:57ZengMDPI AGEducation Sciences2227-71022022-07-0112747910.3390/educsci12070479Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field ExperienceChristoph Vogelsang0Christoph Kulgemeyer1Josef Riese2Centre for Educational Research and Teacher Education—PLAZ-Professional School, Paderborn University, 33098 Paderborn, GermanyInstitute of Science Education, Physics Education Department, University of Bremen, 28359 Bremen, GermanyInstitute of Physics IA, Physics Education Department, RWTH Aachen University, 52062 Aachen, GermanyFollowing concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with <i>N</i> = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), and reflection and planning skills (standardized performance assessments) were assessed before and after the field experience. Path analyses revealed almost no influence of reflection skills on planning skills. Reflections skills did not contribute to preservice teachers planning skills beyond knowledge, indicating both constructs might represent rather independent abilities. The results show the need for further development of models describing the development of teachers’ professional knowledge and skills in academic teacher education and for the development of concepts for a better integration of reflection and lesson planning in field experiences.https://www.mdpi.com/2227-7102/12/7/479reflectionlesson planningPCKCKfield experienceteacher education |
| spellingShingle | Christoph Vogelsang Christoph Kulgemeyer Josef Riese Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience Education Sciences reflection lesson planning PCK CK field experience teacher education |
| title | Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience |
| title_full | Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience |
| title_fullStr | Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience |
| title_full_unstemmed | Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience |
| title_short | Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience |
| title_sort | learning to plan by learning to reflect exploring relations between professional knowledge reflection skills and planning skills of preservice physics teachers in a one semester field experience |
| topic | reflection lesson planning PCK CK field experience teacher education |
| url | https://www.mdpi.com/2227-7102/12/7/479 |
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