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Pre-service biology teachers must apply Technological Pedagogical and Content Knowledge (TPACK) acquired at university in real classroom situations to utilize the instructional potential of digital technologies for teaching biology. So far, there is little evidence on how pre-service biology teachers translate TPACK into teaching practice. The present study addresses this gap by accompanying 42 pre-service biology teachers in planning, implementing, and reflecting on a biology lesson as part of their internship semester at school. Data were collected via written lesson plans, videotaped lesson observations, and stimulated-recall reflection interviews and evaluated by applying a sequential explanatory mixed-method design. The results indicate that pre-service biology teachers enact their TPACK by focusing on technology with the content of the subject receding into the background. In addition, pre-service biology teachers focus particularly on aspects that serve to structure the lesson, rather than on aspects of student activation. The use of emerging technologies in the classroom seems to lead to insecurity among pre-service biology teachers for various reasons, whereby surface characteristics and structuring lesson aspects are focused. Within the sample, we can distinguish between two types of TPACK enactment: the split-focus type separates between content and technology, whereas the novelty-focus type systematically links content and technology, utilizing the technology as a tool for subject teaching.

Science instruction can benefit from the use of digital technologies if pre-service teachers are given opportunities to acquire Technological Pedagogical And Content Knowledge (TPACK) as part of their studies. However, the prevailing self-report approach to TPACK measurement does not allow conclusions to be drawn about enacted TPACK, which is rarely assessed in real classroom situations. In addition, instruments designed to measure TPACK enactment lack descriptive clarity and no single instrument is used to assess the three relevant phases of teacher competencies (lesson planning, implementation, and reflection). The present paper addresses this gap by presenting the development and validation of a comprehensive rubric for assessing the enacted TPACK of pre-service science teachers. To operationalize the “fuzzy” aspects of the framework, the rubric targets a specific use of digital media and instructional approach in science teaching: student-generated explainer videos and animations. At the core of the development process is a theory- and literature-based systematic review of (1) existing instruments for assessing pre-service science teachers’ enacted TPACK and (2) instructional criteria for student-generated explainer videos in science classes. The resulting rubric allows valid conclusions given the appropriate conditions, has demonstrated reliability, and excels due to its specific focus, high degree of differentiation, systematic grounding in theory and literature, objective grading criteria, and comprehensive applicability to all three phases of teacher competencies.

Der Beitrag beschreibt ein Konzept, das an der Pädagogischen Hochschule (PH) Weingarten die Theorie- und Praxis-Verzahnung in der Lehrer/innen-Bildung verbessern soll. Durch die theorieangebundene Ausgestaltung des Orientierungs- und Einführungspraktikums (OEP) und die frühe systematische Verankerung Forschenden Lernens werden die Studierenden bei der Aneignung grundlegender beruflicher Kompetenzen und einer forschend-reflexiven Haltung maßgeblich unterstützt. Dabei stehen bildungswissenschaftliche Reflexionen und Peer-Assessment im Mittelpunkt des Forschenden Lernens und der ersten Berufserfahrung. Gerahmt wird dies von einer Blended Learning-Umgebung, die kooperatives und individuelles Lernen unterstützt. 23.01.2013 | Markus Janssen, Katja Kansteiner, Stefanie Schnebel, Christoph Stamann, Jörg Stratmann & Thomas Wiedenhorn (Weingarten)