Investigating the relationship between pre‐service physics teachers' professional knowledge, self‐concept, and interest
Tóm tắt
This study investigates the relationships between professional knowledge, self‐concept, and interest of pre‐service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self‐concept and interest have mostly been neglected areas of study. As individuals develop domain‐specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain‐specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self‐concept and interest) of
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