Enhancing Preservice Math Teachers’ Self-Regulated Integration of Professional Knowledge From Multiple Documents

• In Event: Worldwide Perspectives on Preservice Teacher Education

Abstract

This research investigates pre-service mathematics teachers’ integration of knowledge entities from documents that pertain to the core dimensions of their professional knowledge. The theoretical rational founds on models and methodical approaches on self-regulated learning, its assistance through prompts, and multiple-document comprehension. Results of an experimental study suggest that prompts positively influenced the integration of knowledge entities from multiple documents on teachers’ professional knowledge domains. In contrast to prior multiple document studies, argumentation tasks did not promote knowledge integration compared to unspecific writing tasks. Neither integration prompts nor the type of writing task inhibited knowledge acquisition within professional knowledge dimensions. The results, further analyses, and consequences for future studies are discussed.

Authors

• Thomas Lehmann, University of Bremen

• Benjamin Rott, University of Duisburg-Essen

• Florian Schmidt-Borcherding, University of Bremen