Abstract
In initial teacher education (ITE), preservice teachers acquire declarative knowledge in different knowledge domains: general pedagogy, content, and pedagogical content. To investigate how they use this knowledge in a school-related situation, n = 56 preservice teachers were asked to evaluate a peer's fictitious lesson plan. Their comments were subjected to content analysis and frequency analysis, which identified three distinct clusters reflecting different thought patterns. Participants referred predominantly to pedagogical knowledge, as well as some pedagogical content knowledge; exclusively content-focused comments were rare.
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Notes on contributors
Nina Scholten
Nina Scholten (Dr.), is working in a post-doc position at Westfälische Wilhelms-Universität Münster. Her research interests include geography teacher professionalization, instructional quality and research transfer.
Jörg Doll
Jörg Doll, is Professor for Educational Psychology at the Department of Education at Hamburg University. His research interests include attitude research, measurement of competencies and higher education research.
Nicole Masanek
Nicole Masanek (Dr.), is working in a post-doc position in German literary education at Universität Hamburg. Her research interests include German teacher education and professionalization.