Make it relevant! How prior instructions foster the integration of teacher knowledge
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...
Paper Details
Title
Make it relevant! How prior instructions foster the integration of teacher knowledge
Published Date
Oct 23, 2019
Journal
Volume
47
Issue
6
Pages
711 - 739
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