Christian Förtsch
Biographic Data
| ID | 6511294 |
|---|---|
| NAME | Christian Förtsch |
| GIVEN NAMES | Christian |
| FAMILY NAME | Förtsch |
| SIGNATURE | FÖRTSCH C |
| AFFILIATIONS | Ludwig-Maximilians-Universität München |
| ORCID | 0000-0002-3625-6791 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Improving pre-service biology teachers’ lesson-planning skills, with a focus on academic and science language in biology on the basis of the refined consensus model of PCK
We investigated how to improve pre-service biology teachers' skills in planning a biology lesson, with particular reference to academic and science language use. Using the Refined Consensus Model of PCK (RCM) and the Plan-Teach-Reflect Cycle of ePCK, we defined participants' lesson-planning skills as ePCKPlan (enacted PCK to plan a lesson). We conducted a two-month quasi-experimental intervention study with 56 pre-service biology teachers to dete…
The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK
In this article, we analyse potential filters that moderate the transformation process between the realms of PCK defined in the refined consensus model of pedagogical content knowledge. We tested 58 preservice biology teachers in a 15-week one-group pretest/post-test design. To identify filters between collective PCK (cPCK) and personal PCK (pPCK), we set up moderation models with pretest pPCK as an independent variable, post-test pPCK as a depen…
Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations
In this article, we analyse how to improve pre-service biology teachers’ pPCK (personal Pedagogical Content Knowledge), professional values and motivational orientations in the field of academic and scientific language. On the basis of the theory of the Refined Consensus Model of PCK (RCM), we made a two-month quasi-experimental intervention study with 32 pre-service biology teachers. As a treatment, we trained the participants in the Plan–Teach–…
Scaffolding pre-service biology teachers’ diagnostic competences in a video-based Learning environment: Measuring the effect of different types of scaffolds
Diagnosing is an important aspect of teachers’ professional competence. To successfully diagnose classroom situations, one has to apply pedagogical content knowledge (PCK) in diagnostic activities (DA). Simulated classroom situations with embedded scaffolding can be an effective way of practising skills needed to foster diagnostic competences. In an intervention study with pre-post-test design using the video-based learning environment DiKoBi, we…
Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge
For successful classroom instruction, teachers require a well-founded knowledge base consisting of the three knowledge facets pedagogical-psychological knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK). However, there is not yet clarity about the circumstances and instructional pathways through which teachers can best develop these knowledge facets. In an experimental study ( N = 118 pre-service biology teachers), we…
Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts
In a diagnostic context of reasoning about instructional quality, scientific reasoning skills can be described as diagnostic activities, which require professional knowledge. Different approaches to enhance pre-service teachers’ professional knowledge (PCK, CK, PK), as well as diagnostic activities exist. However, results about their effectiveness are still inconsistent. We systematically investigated the effectiveness of self-directed knowledge …
Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy
Teachers’ diagnostic competences are essential with respect to student achievement, classroom assessment, and instructional quality. Important components of diagnostic competences are teachers’ professional knowledge including content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), their diagnostic activities as a specification of situation-specific skills, and diagnostic accuracy. Accuracy is determined by co…
Comparing two constructs for describing and analyzing teachers’ diagnostic processes
Biology instruction using a generic framework of scientific reasoning and argumentation
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Biology instruction using a generic framework of scientific reasoning and argumentation
Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge
For successful classroom instruction, teachers require a well-founded knowledge base consisting of the three knowledge facets pedagogical-psychological knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK). However, there is not yet clarity about the circumstances and instructional pathways through which teachers can best develop these knowledge facets. In an experimental study ( N = 118 pre-service biology teachers), we…
Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts
In a diagnostic context of reasoning about instructional quality, scientific reasoning skills can be described as diagnostic activities, which require professional knowledge. Different approaches to enhance pre-service teachers’ professional knowledge (PCK, CK, PK), as well as diagnostic activities exist. However, results about their effectiveness are still inconsistent. We systematically investigated the effectiveness of self-directed knowledge …
Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy
Teachers’ diagnostic competences are essential with respect to student achievement, classroom assessment, and instructional quality. Important components of diagnostic competences are teachers’ professional knowledge including content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), their diagnostic activities as a specification of situation-specific skills, and diagnostic accuracy. Accuracy is determined by co…
Comparing two constructs for describing and analyzing teachers’ diagnostic processes
The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK
In this article, we analyse potential filters that moderate the transformation process between the realms of PCK defined in the refined consensus model of pedagogical content knowledge. We tested 58 preservice biology teachers in a 15-week one-group pretest/post-test design. To identify filters between collective PCK (cPCK) and personal PCK (pPCK), we set up moderation models with pretest pPCK as an independent variable, post-test pPCK as a depen…
Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations
In this article, we analyse how to improve pre-service biology teachers’ pPCK (personal Pedagogical Content Knowledge), professional values and motivational orientations in the field of academic and scientific language. On the basis of the theory of the Refined Consensus Model of PCK (RCM), we made a two-month quasi-experimental intervention study with 32 pre-service biology teachers. As a treatment, we trained the participants in the Plan–Teach–…
Scaffolding pre-service biology teachers’ diagnostic competences in a video-based Learning environment: Measuring the effect of different types of scaffolds
Diagnosing is an important aspect of teachers’ professional competence. To successfully diagnose classroom situations, one has to apply pedagogical content knowledge (PCK) in diagnostic activities (DA). Simulated classroom situations with embedded scaffolding can be an effective way of practising skills needed to foster diagnostic competences. In an intervention study with pre-post-test design using the video-based learning environment DiKoBi, we…
Improving pre-service biology teachers’ lesson-planning skills, with a focus on academic and science language in biology on the basis of the refined consensus model of PCK
We investigated how to improve pre-service biology teachers' skills in planning a biology lesson, with particular reference to academic and science language use. Using the Refined Consensus Model of PCK (RCM) and the Plan-Teach-Reflect Cycle of ePCK, we defined participants' lesson-planning skills as ePCKPlan (enacted PCK to plan a lesson). We conducted a two-month quasi-experimental intervention study with 56 pre-service biology teachers to dete…
Psychology (9 works) · Mathematics education (8 works) · Innovative Teaching and Learning Methods (7 works) · Biology (6 works) · Computer Science (6 works) · Educational Strategies and Epistemologies (6 works) · Science Education and Pedagogy (6 works) · Pedagogy (5 works) · Medical education (4 works) · Medicine (4 works)