Preservice Teachers' Provision of Reasons and Warrants Relates to Their Integration of Multiple Knowledge Domains in Argumentative Writing

• In Event: Poster Session 12
  In Poster Session: Section 5 Division K Poster Session

Abstract

This research focuses on the relation between distinct structural argument components and pre-service teachers’ integration of knowledge across multiple domains while learning from texts. Forty-six pre-service mathematics teachers participated in this study. They received an argument writing task and domain-specific textbook excerpts on content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK). They read the texts and wrote argumentative essays on how the domain-specific CK, PK, and PCK subject-matters can be interrelated. Based on analyses of participants’ essays, it was found that pre-service teachers’ provision of warrants is positively linked to their integrative knowledge-transformation and the merging of domain-specific information in argumentative essays. Directions for future research and pre-service teacher education and limitations are discussed.

Authors

• Thomas Lehmann, University of Bremen

• Florian Schmidt-Borcherding, University of Bremen