Melanie Keller|Knut Neumann|Hans E. Fischer
The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest
Leibniz Institute for Science and Mathematics Education|Leibniz Institute for Science and Mathematics Education|University of Duisburg-Essen
abstract paper examines students achievement interest extent predicted teacher knowledge motivation student achievement interest considered desirable outcomes school instruction teacher pedagogical content knowledge identified major predictor student achievement previous research whereas teacher motivation considered decisive factor influencing students interest far however research either focused knowledge motivation students well teachers side rarely investigating together examining instructional mechanisms supposed effects teacher knowledge motivation facilitated present study n 77 physics teachers classes germany switzerland investigated utilizing multimethod approach combining data obtained testinstruments teacher pedagogical content knowledge student achievement questionnaires teacher motivation student interest student perceived enthusiastic teaching well videotaped instruction cognitive activation rated observers multilevel structural equation modeling used support assumptions teacher pedagogical content knowledge positively predicted students achievement effect mediated cognitive activation teachers motivation predicted students interest mediated enthusiastic teaching perceived students neither teacher pedagogical content knowledge predict students interest teacher motivation students achievement implies order improve students cognitive well affective outcomes teachers knowledge also motivation need considered 2016 authors journal research science teaching published wiley periodicals inc j res sci teach 54586614 2017