Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers’ content knowledge development?

This study examined the influence of higher education teacher training on student physics teachers’ progression in content knowledge (CK). To become experts, teachers must acquire both declarative and procedural – conditional CK. is generally characterized by prerequisite role knowledge, meaning that influences exclusively. The as well CK requires special support, due to complexity physics. cognitive support assumed enhance development reducing demand. date, however, it has been unclear how contributes development. address this issue, we analyzed data across one year (N = 107). We used a cross-lagged model examine under support. Our findings revealed intertwined. Interestingly, only influenced implies should provide promote toward expertize.