In this chapter, we discuss the current state of research on physics teachers' professional knowledge and motivation. For both, teacher knowledge and motivation, respective models have underlined their relevance for the planning, enactment, and reflection of physics instruction. Yet, most research on teachers' content and pedagogical content knowledge as well as on teacher motivation has not investigated the interplay between both characteristics. To indicate the importance of accounting for the interplay between knowledge and motivtion, we summarize the findings of two major papers that have investigated the interplay in pre-service physics teacher education and for the design of physics instruction.
Original languageEnglish
Title of host publicationConnecting research in physics education with teacher education 3
EditorsJenaro Guisasola, Eilish McLoughlin
PublisherInternational Commission of Physics Education
Publication date25.03.2022
Publication statusPublished - 25.03.2022
No renderer: handleNetPortal,dk.atira.pure.api.shared.model.researchoutput.ContributionToBookAnthology

ID: 1852586