What is it about?
To investigate quantitatively the longitudinal relationship between pre-service teachers’ knowledge and attitudes on scientific inquiry teaching as part of a short teacher training.
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Why is it important?
Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry.
Perspectives
It appears that even short PCK training seminars may affect pre-service teacher attitudes towards scientific inquiry. Hence, teaching education programmes should be designed to broaden PCK.
Robbert Smit
University of Teacher Education St.Gallen
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This page is a summary of: Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training, Research in Science & Technological Education, July 2017, Taylor & Francis,
DOI: 10.1080/02635143.2017.1353962.
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