Promoting progression in higher education teacher training

How Does Cognitive Support Enhance Student Physics Teachers' Content Knowledge Development

Bibliographic Data

ID4097916
AuthorsDustin Schiering (0000-0001-6067-5016, Department of Physics Education, Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany, corresponding author), Stefan Sorge (0000-0001-9915-228X, Department of Physics Education, Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany), Knut Neumann (0000-0002-4391-7308, Department of Physics Education, Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany)
Year2021
Volume46
Issue10
Pages2022-2034
Publication date2021-10-03
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2021.1953337
OpenAlexW3179649438
LanguageEN
Citations received3
References cited37

This study examined the influence of higher education teacher training on student physics teachers’ progression in content knowledge (CK). To become experts, student teachers must acquire both declarative and procedural – conditional CK. This progression is generally characterized by the prerequisite role of declarative knowledge, meaning that declarative knowledge influences procedural – conditional knowledge exclusively. The progression in declarative as well as procedural – conditional CK requires special support, due to the complexity of physics. This special cognitive support is assumed to enhance student teachers’ CK development by reducing complexity and cognitive demand. To date, however, it has been unclear how cognitive support contributes to student physics teachers’ declarative and procedural – conditional CK development. To address this issue, we analyzed data across one year of higher education teacher training of student physics teachers (N = 107). We used a cross-lagged model to examine the development of declarative and procedural – conditional knowledge under the influence of cognitive support. Our findings revealed that the development of student teachers’ declarative and procedural – conditional CK is intertwined. Interestingly, cognitive support only influenced the development of procedural – conditional CK. This implies that higher education teacher training should provide cognitive support to promote student teachers’ progression toward CK expertize

Cognition · Cognitive development · Descriptive knowledge · Domain knowledge · Knowledge management · Mathematics education · Pedagogy · Procedural knowledge · Professional development · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology

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