Make it relevant! How prior instructions foster the integration of teacher knowledge.

Autor/inn/en	Zeeb, Helene; Biwer, Felicitas; Brunner, Georg; Leuders, Timo; Renkl, Alexander
Titel	Make it relevant! How prior instructions foster the integration of teacher knowledge. Gefälligkeitsübersetzung: Machen Sie es relevant! Wie vorausgehende Anweisungen die Integration des Lehrer-Wissens fördern.
Quelle	In: Instructional science, 47 (2019) 6, S. 711-739Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0020-4277; 1573-1952
DOI	10.1007/s11251-019-09497-y
Schlagwörter	Wissen; Referendar; Lehrmethode
Abstract	Preservice teachers face the challenge of integrating multiple types of knowledge, such as pedagogical-psychological knowledge and subject-specific pedagogical knowledge. We investigated whether prior instruction emphasizing the importance of knowledge integration (relevance instruction) supports preservice teachers in using both knowledge types simultaneously. Seventy-two preservice music teachers participated in this computer-based study. They worked on two separate lectures about learners' beliefs. One lecture contained pedagogical-psychological knowledge; the other contained music-specific pedagogical knowledge. The preservice teachers received either a relevance instruction before starting a new lecture or a control instruction. We found that the relevance instruction increased the simultaneous use of the two knowledge types in scenario-based tasks. In these tasks, the preservice teachers needed to provide interpretations and decisions for excerpts describing various classroom situations. The relevance instruction increased the time that the preservice teachers spent on the lectures slightly; but it did not increase the perceived task difficulty or mental effort. Furthermore, the effect of the relevance instruction was not moderated by prior knowledge. We conclude that relevance instructions are a promising approach to fostering knowledge integration in teacher education. (c) Springer Nature B.V. 2019. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3