Student Teachers' Knowledge Integration across Conceptual Borders: The Role of Study Approaches, Learning Strategies, Beliefs, and Motivation

Autor/in	Lehmann, Thomas
Titel	Student Teachers' Knowledge Integration across Conceptual Borders: The Role of Study Approaches, Learning Strategies, Beliefs, and Motivation
Quelle	In: European Journal of Psychology of Education, 37 (2022) 4, S.1189-1216 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lehmann, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00577-7
Schlagwörter	Student Teacher Attitudes; Metacognition; Learning Processes; Epistemology; Teaching Methods; Learning Strategies; Career Choice; Prediction; Predictor Variables; Critical Thinking; Individual Characteristics; Teacher Education Programs; Preservice Teacher Education; Study Habits; Learning Motivation + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorhersage; Prädiktor; Kritisches Denken; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehramtsstudiengang; Lehrerausbildung; Study behavior; Study behaviour; Studienverhalten; Motivation for studies; Lernmotivation
Abstract	There is widespread agreement that student teachers need to construct an integrated knowledge base across multiple domains. This study examined the contributions of intraindividual factors of self-regulated learning to explaining student teachers' (a) integration of knowledge across topics and domains (i.e., integrative learning) and (b) disjointed processing of potentially domain-specific learning content (i.e., separative learning). The factors considered were study approaches; cognitive, metacognitive, and resource-related learning strategy use; epistemological and pedagogical beliefs; and career choice motivation. The study applied a cross-sectional survey design and examined separative and integrative learning in N = 103 student teachers by way of multiple regression analyses with backward eliminations. A key finding is that deep and strategic study approaches and certain cognitive learning strategies contributed significantly to explaining integrative learning in student teachers. Epistemological and pedagogical beliefs were not able to predict integrative learning. Regarding separative learning, the study identified the surface study approach, specific epistemological and pedagogical beliefs, and the "usefulness" motive for career choice as positive predictors and critical thinking as a negative predictor. The study demonstrates differences in how integrative and separative learning are shaped by distinct intraindividual factors. Implications are discussed with regard to student teachers' self-regulated learning and pre-service teacher education. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01