Integrated learning: Ways of fostering the applicability of teachers' pedagogical and psychological knowledge.

Autor/inn/en	Harr, Nora; Eichler, Andreas; Renkl, Alexander
Titel	Integrated learning: Ways of fostering the applicability of teachers' pedagogical and psychological knowledge. Gefälligkeitsübersetzung: Integriertes Lernen: Wege zur Förderung der Anwendbarkeit des pädagogischen und psychologischen Wissens von Lehrern.
Quelle	In: Frontiers in psychology, (2015) 6, 16 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2015.00738
Schlagwörter	Psychologie; Lehramtsstudium; Referendar; Lehrmethode; Interdisziplinäre Forschung; Ausbildung
Abstract	Tested the benefits of fostering the integration of pedagogical content knowledge (PCK) and general pedagogical and psychological knowledge (PPK) with respect to knowledge application. In teacher education, general PPK is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers (mean age 22 years), integration was fostered either by integrating the contents or by prompting the learners to integrate separately taught knowledge. Results show that fostering integration, as compared to a separate presentation without integration help, led to more applicable PPK and greater simultaneous application of PPK and PCK. The advantages of fostering knowledge integration were not moderated by the student teachers' prior knowledge or working memory capacity. However, integrating different knowledge types was associated with increased learning times. It is concluded that findings provide initial evidence against the usually strict separation of courses in teacher-education programs. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3