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

Helene Zeeb*, Felicitas Biwer, Georg Brunner, Timo Leuders, Alexander Renkl

*Corresponding author for this work

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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.

Original languageEnglish
Pages (from-to)711-739
Number of pages29
JournalInstructional Science
Volume47
Issue number6
Early online date23 Oct 2019
DOIs
Publication statusPublished - Dec 2019

Keywords

  • ABILITY
  • ACHIEVEMENT
  • BELIEFS
  • COGNITIVE-LOAD
  • General pedagogical knowledge
  • IMPLICIT THEORIES
  • INTELLIGENCE
  • MUSIC-EDUCATION
  • Music education
  • PEDAGOGICAL CONTENT KNOWLEDGE
  • PRESERVICE
  • PROFESSIONAL KNOWLEDGE
  • Pedagogical content knowledge
  • Relevance instruction
  • Teacher education
  • INFORMATION

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