Pedagogical behaviour in pre-service teachers drops with increasing content knowledge
Bibliographic record
Abstract
We present the results of a novel study investigating the relationship between pre-service science teachers’ content knowledge and pedagogical behaviour and how these evolve over time. Forty-one pre-service science teachers at the largest teacher education institution in Norway (Oslo Metropolitan University) were tested before and after a 12-hour module on astronomy at the end of the second and final physics course in the Bachelor of Teaching degree. Three free-response questions in the established Norwegian Introductory Astronomy Questionnaire (NIAQ) elicited astronomy knowledge and gave respondents an opportunity to engage in pedagogy. Student responses were analysed along two separate dimensionscontent knowledge and pedagogical behaviour (student-centred vs. teacher-centred)and interpreted in the framework of Pedagogical Content Knowledge (PCK). Overall, we find that the pre-service teachers become more knowledgeable after instruction (responses marked as ‘knowledgeable’ increased from 39% to 61%), even though a significant fraction remain disconcertingly ignorant. More notably, however, the pre-service teachers also displayed a strong trend of becoming less student-centred (from 36% to 11% of responses) as their content knowledge increased, merely stating the correct - or presumed correct - response without showing any concern for the hypothetical students in the question.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".