Integrating information from multiple texts relates to pre-service teachers' epistemic products for reflective teaching practice.

Autor/inn/en	Hartmann, Ulrike; Kindlinger, Marcus; Trempler, Kati
Titel	Integrating information from multiple texts relates to pre-service teachers' epistemic products for reflective teaching practice.
Quelle	In: Teaching and teacher education, 97 (2021) 103205Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0742-051x
DOI	10.25656/01:24647 10.1016/j.tate.2020.103205
URN	urn:nbn:de:0111-pedocs-246475
Schlagwörter	Lehrerausbildung; Referendariat; Text; Quelle; Integration; Reflexion (Phil); Referendar; Kompetenz; Unterrichtsvorbereitung; Experte; Bewertung; Qualitative Forschung; Inhaltsanalyse
Abstract	Integrating information from multiple texts is a core aspect of pre-service teachers' preparation for reflective teaching practice. This study connects research on multiple text use with teachers' epistemic reflexivity. Using qualitative content analysis, we investigate how information is integrated to explain real pedagogical situations in essays by 87 pre-service teachers. Competent text integration was related to a higher number of reflexive statements. These analyses are supplemented with an expert rating, showing that essays with competent text integration were rated higher on the quality of their conclusions for professional teaching practice than those without substantial text integration. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main