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Pre-service teachers' professional vision of instructional support in primary science classes: How content-specific is this skill and which learning opportunities in initial teacher education are relevant for its acquisition?
Todorova, M., Sunder, C., Steffensky, M., Möller, K.

Pre-service teachers' professional vision of instructional support in primary science classes: How content-specific is this skill and which learning opportunities in initial teacher education are relevant for its acquisition?

Teaching and Teacher Education, 68, 275-288

Professional vision of instructional support in primary science was investigated with respect to its content-specificity and to learning opportunities in initial teacher education (ITE) which are presumably relevant for the acquisition of this skill. Data from 196 primary pre-service teachers were used. Confirmatory factor analyses suggested pre-service teachers' professional vision of instructional support to be a content-specific skill rather than a general homogeneous or a content-independent one. MIMIC model results revealed that pre-service teachers’ general cognitive ability and the attendance of an ITE program with a focus on science were most significantly related to their professional vision of instructional support in science classes, whereas practical experiences were not.