Preservice Teachers’ Knowledge Integration as Professional Knowledge Acquisition and Use: Two Sides of the Same Coin?

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Teacher Knowledge Across Educational Contexts (Table 35)

Abstract

This study investigates the effect of two different prompts, a relevance instruction and guiding questions, on pre-service teachers’ knowledge integration as (a) integrative learning that interrelates and merges domain-specific knowledge entities into a common knowledge base, and (b) simultaneously using knowledge from diverse domains in an application task. The knowledge domains considered are content knowledge (CK), pedagogical-content knowledge (PCK), and general pedagogical knowledge (PK).
N = 83 pre-service teachers participated in the study with a three parallel group design. The results indicate positive effects of both prompts on integrative learning. Moreover, a mediation analysis shows that pre-service teachers’ integrated knowledge application was mediated by their integrative learning performance. The results are discussed and integrated within the existing body of research.

Author

• Thomas Lehmann, University of Bremen