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<p>A&#xa0;teacher’s pedagogical content knowledge (PCK) is considered essential for the quality of teaching and the learning success of students. In primary social and science education, however, the development of PCK during practical phases has received little attention to date. In particular, there is a&#xa0;lack of empirical understanding of whether and how prospective teachers translate perceived professionalisation opportunities during their practical semester into concrete consequences for their own PCK development.</p><p>This article examines the potential of the practical semester for the professionalisation of prospective primary social and science teachers on the basis of ten problem-centred interviews. The evaluation was conducted using qualitative content analysis and focused on settings and PCK-facets of the perceived professionalisation opportunities and the consequences derived from them for the development of PCK.</p><p>The results show that personal teaching experience can lead to conclusions about knowledge on students’ preconceptions and instructional strategies. In addition, experience gained during classroom observation allows the prospective teachers to identify specific consequences for their own lesson planning and implementation. However, not every opportunity leads to a&#xa0;consequence, so the transfer remains selective.</p><p>The study shows that the potential of the practical semester for developing PCK is not being fully exploited. More targeted support through mentoring at schools and university courses could help to increase the transferability of experiences gained during the practical semester and promote the sustainable development of PCK.</p>

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Verschenkt das Praxissemester Potenzial? Konsequenzen aus Professionalisierungsgelegenheiten für die Entwicklung des fachdidaktischen Wissens angehender Sachunterrichtslehrkräfte

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月13日

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  • Julia Schmidt,
  • Marc Rodemer,
  • Stefan Rumann,
  • Inga Gryl

摘要

A teacher’s pedagogical content knowledge (PCK) is considered essential for the quality of teaching and the learning success of students. In primary social and science education, however, the development of PCK during practical phases has received little attention to date. In particular, there is a lack of empirical understanding of whether and how prospective teachers translate perceived professionalisation opportunities during their practical semester into concrete consequences for their own PCK development.

This article examines the potential of the practical semester for the professionalisation of prospective primary social and science teachers on the basis of ten problem-centred interviews. The evaluation was conducted using qualitative content analysis and focused on settings and PCK-facets of the perceived professionalisation opportunities and the consequences derived from them for the development of PCK.

The results show that personal teaching experience can lead to conclusions about knowledge on students’ preconceptions and instructional strategies. In addition, experience gained during classroom observation allows the prospective teachers to identify specific consequences for their own lesson planning and implementation. However, not every opportunity leads to a consequence, so the transfer remains selective.

The study shows that the potential of the practical semester for developing PCK is not being fully exploited. More targeted support through mentoring at schools and university courses could help to increase the transferability of experiences gained during the practical semester and promote the sustainable development of PCK.