Abstract
This study examines the impact of course quality on pre-service physics teachers’ content knowledge (CK) development. Teachers’ CK is one prerequisite to effective teaching. To support teachers in developing CK, the quality of higher education content courses plays a major role. Yet, models of course quality for higher education vary in their dimensions and it is hence not clear how course quality is best conceptualized. To address this issue, we analyzed data from N = 107 pre-service physics teachers’ CK over one year. We used confirmatory factor analysis to determine the number and nature of dimensions for course quality. Next, we used path models to investigate the impact on CK development. Our results show that a four-dimensional model described CK course quality best and that the cognitive support dimension in particular supports CK development. This highlights the importance of focusing on cognitive support for improving pre-service physics teachers’ CK development.
Published Version
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