DOI

  • Jenny Lorentzen
  • Gernot Friedrichs
  • Mathias Ropohl
  • Mirjam Steffensky
Translated title of the contributionImproving the perceived relevance of academic content knowledge : Evaluation of an intervention study for pre-service chemistry teachers
Pre-service teachers for secondary schools do not often perceive the academic content knowledge from their university teaching programme to be relevant for their future teaching profession. Hence, they lack motivation to learn those contents, which may have effect on their achievement. The aim of the study was, to develop a specific learning programme to enhance the perceived relevance of academic content knowledge. The learning programme was applied as an obligatory course for pre-service chemistry teachers with three 90-minute sessions and aimed to connect the academic content knowledge with the school-related content knowledge by structured content knowledge. The intervention study with a control group and a pre-post-test design to evaluated this approach involved N = 55 pre-service chemistry teachers (nintervention group = 23, ncontrol group = 32) and analysed the effects of this intervention on the perceived relevance of academic content knowledge. The results showed that pre-service chemistry teachers evaluate the academic course more likely to be relevant for their future profession already before the intervention took place. Nevertheless, compared to the control, the intervention showed a positive effect on the perceived relevance of academic content knowledge and the overall assessment of this academic course. Examining the explanations for the pre-service teachers’ perceived relevance revealed that they reasoned mainly from a school associated perspective, though their explanations remained at a rather low level.
Original languageGerman
JournalUnterrichtswissenschaft
Volume47
Issue1
Pages (from-to)29-49
Number of pages21
ISSN0340-4099
DOIs
StatePublished - 04.01.2019

    Research areas

  • Professional competence - Teacher training, Content knowledge, Perceived relevance, Intervention study

ID: 949830