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.