Professional knowledge affects action-related skills: The development of preservice physics teachers' explaining skills during a field experience

Christoph Kulgemeyer, Andreas Borowski, David Buschhüter, Patrick Enkrott, Maren Kempin, Peter Reinhold, Josef Riese, Horst Schecker, Jan Schröder, Christoph Vogelsang
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However,
doi:10.18154/rwth-2020-06506 fatcat:t3ch4374tzd4thqeiu5mjb3gva