TY  - BOOK
AU  - Mahler, Daniela
AU  - Bock, Denise
TI  - Using longitudinal models to describe preservice science teachers’ development of content knowledge and pedagogical content knowledge
T2  - An International Journal Of Research And Studies
CY  - Elsevier, 2024
KW  - Science Teacher Education
N1  - Cross-sectional studies have revealed the importance of university teacher education for science teachers' professional knowledge. However, a detailed understanding of the development of this knowledge is lacking. Our analysis addresses this gap by applying longitudinal models to elucidate how preservice science teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) evolve. Our results revealed a nonlinear growth for CK and PCK. We found that both interact during their development and that this interaction changes over the course of teacher education. Also, individual (grade point average) and institutional (teacher education program, second science subject) factors are related to their development
UR  - https://www.sciencedirect.com/science/article/pii/S0742051X2400115X
ER  -