ERIC Number: EJ1236310
Record Type: Journal
Publication Date: 2019-Dec
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-4277
EISSN: N/A
Make It Relevant! How Prior Instructions Foster the Integration of Teacher Knowledge
Zeeb, Helene; Biwer, Felicitas; Brunner, Georg; Leuders, Timo; Renkl, Alexander
Instructional Science: An International Journal of the Learning Sciences, v47 n6 p711-739 Dec 2019
Preservice teachers face the challenge of integrating multiple types of knowledge, such as pedagogical-psychological knowledge and subject-specific pedagogical knowledge. We investigated whether prior instruction emphasizing the importance of knowledge integration (relevance instruction) supports preservice teachers in using both knowledge types simultaneously. Seventy-two preservice music teachers participated in this computer-based study. They worked on two separate lectures about learners' beliefs. One lecture contained pedagogical-psychological knowledge; the other contained music-specific pedagogical knowledge. The preservice teachers received either a relevance instruction before starting a new lecture or a control instruction. We found that the relevance instruction increased the simultaneous use of the two knowledge types in scenario-based tasks. In these tasks, the preservice teachers needed to provide interpretations and decisions for excerpts describing various classroom situations. The relevance instruction increased the time that the preservice teachers spent on the lectures slightly; but it did not increase the perceived task difficulty or mental effort. Furthermore, the effect of the relevance instruction was not moderated by prior knowledge. We conclude that relevance instructions are a promising approach to fostering knowledge integration in teacher education.
Descriptors: Prior Learning, Relevance (Education), Preservice Teachers, Instructional Effectiveness, Pedagogical Content Knowledge, Music Teachers, Teacher Education, Difficulty Level, Beliefs
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A