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Make it relevant! How prior instructions foster the integration of teacher knowledge.

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Title: Make it relevant! How prior instructions foster the integration of teacher knowledge.
Authors: Zeeb, Helene1,2 (AUTHOR) helene.zeeb@ezw.uni-freiburg.de, Biwer, Felicitas3 (AUTHOR), Brunner, Georg4 (AUTHOR), Leuders, Timo5 (AUTHOR), Renkl, Alexander1 (AUTHOR)
Source: Instructional Science. Dec2019, Vol. 47 Issue 6, p711-739. 29p.
Subject Terms: *Student teachers, *Teachers, *Music teachers, *Teaching, *School integration, *Virtual classrooms
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Make it relevant! How prior instructions foster the integration of teacher knowledge.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Instructional Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2019
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