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Teaching pedagogical content knowledge within a subject matter course in civics teacher education
Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).
Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam).ORCID-id: 0000-0002-8649-4632
2015 (Engelska)Ingår i: EARLI 2015: Book of Abstracts, 2015Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) are considerably related to students’ learning. As previous research has stressed the importance of learning opportunities in teacher education programs as foundations for the development of PCK, it is important to investigate which learning opportunities within teacher education programs can support the development of these competencies. This paper presents an explorative intervention study investigating the effects of a newly developed alternative teaching strategy for a subject matter course in the civics teacher program that is assumed to lead to increasing motivation and knowledge gains in CK and PCK. This alternative teaching strategy involves different learning opportunities (e.g., group discussion) and learning activities (e.g., identifying frequent misconceptions concerning ideologies). The research question was whether involvement in different learning activities leads to increased motivation and to knowledge gains in CK and PCK. In this intervention study with a quasi-experimental design, a total of 34 participants (19 in the experimental group; 15 in the control group) took part. To evaluate the effects of the alternative teaching strategy on motivation, CK, and PCK, different outcome measures of student teachers’ motivation, CK, and PCK were used (e.g., written take-home exams and focus group interviews). The results indicate that the experimental group showed better performance in PCK than the control group. The results also revealed that the alternative strategy had a positive effect on motivation. These results will be critically discussed with regard to their meaning for the development of appropriate learning opportunities in teacher education. 

Ort, förlag, år, upplaga, sidor
2015.
Nyckelord [en]
Mixed-method research, Qualitative methods, Pre-service teacher education, Citizenship education, Higher education
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-124858OAI: oai:DiVA.org:su-124858DiVA, id: diva2:890987
Konferens
16th European Conference for Research on Learning and Instruction (EARLI), Limassol, Cyprus, 25-29 August 2015
Tillgänglig från: 2016-01-05 Skapad: 2016-01-05 Senast uppdaterad: 2019-12-12Bibliografiskt granskad

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Ekström, LindaLundholm, Cecilia
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Centrum för de samhällsvetenskapliga ämnenas didaktik (CeSam)
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