Coordinator: Dr. K. K. Mashood
Andreas Borowski, University of Potsdam, Germany
940 5808 5713
A teacher's knowledge is considered central to the teaching-learning process in school. The question that arises is: What kind of knowledge does a teacher need for teaching? This question has been investigated for many years. The basis of many research projects is the construct of PCK. This was postulated by Lee Shulman in the 1980s. In the presentation, the development of different models of the PCK will be briefly discussed. In the lecture, individual studies from the Germany-wide projects ProwiN and ProfileP will be discussed. These studies prove parts of the models but also question other parts. Based on this, the question of the role of physical knowledge in the development of the PCK will be discussed. Also, results will be shown how the physics knowledge of student teachers changes during their studies.
Andreas Borowski is professor of physics education. Dr. Borowski finalized his doctoral thesis in the field of multi media learning in 2004 at the University of Dortmund, Germany. From 2005 to 2008 he worked as a teacher for secondary and upper secondary classes at the Alfred Krupp Schule in Essen, Germany. Andreas Borowski did his post-doctoral research at the research group “Teaching and Learning of science” at the University of Duisburg - Essen, Germany. 2011 Andreas Borowski got a professorship at the RWTH Aachen University, Germany. Since 2013 he is the chair of Physics Education at the University of Potsdam, Germany. His research interests are the profession knowledge of teachers and the competence of students in the upper secondary school and at the university. To investigate the research fields he develops paper-and-pencil tests as well as coding schemes to analyze lessons and interviews. Andreas Borowski’s main interests are the connections between the knowledge of teachers, their quality of instruction and student outcome.