| Study 1 | Study 2 | Study 3 | Study 4 |
Research questions | What practical knowledge do teacher students have? | What is the general level of knowledge? Should all the knowledge ever be placed in a seminar? | Does scientific knowledge improve practical knowledge? | How do teacher students deal with scientific knowledge in practice? |
Sample | 158 teacher students. | 17 teacher students. | 58 teacher students. | 13 teacher students. |
Method | Cross-section. Imaginations of one’s own behavior as teachers in about 5 challenging situations in the classroom at the beginning of a seminar. | Longitudinal section (T1 at the beginning of seminar, T2 after 5 months). CMK test of 7 topics in CM at the beginning and end of the seminar. Knowledge acquisition: correctness of answers/self-estimation. | Longitudinal section (T1, T2 after 5 months). Practical knowledge to 5 specific imagined problematic situations at the beginning of the seminar, and 5 specific imagined problematic situations at the end of the seminar Open-constructed response. | Longitudinal section (4 - 5 observations and feedbacks during 6 months). Observations of teacher students in the classroom by their teacher educators. Information on subjective issues through feedback sessions. |
Results | Uncertain practical knowledge. | Low level of knowledge (T1). Knowledge can be improved both in an objective manner as well as in self-estimation (T2). | Theoretical knowledge results in the improvement of practical knowledge from T1 to T2. | Practical knowledge can be transferred only imperfectly in competencies within a school semester. |