Integrated learning: ways of fostering the applicability of teachers' pedagogical and psychological knowledge
Abstract: In teacher education, general pedagogical and psychological knowledge (PPK) is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge (PCK) and general PPK with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable PPK and greater simultaneous application of PPK and PCK. The advantages of fostering knowledge integration were not moderated by the student teachers’ prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Notes
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Frontiers in psychology. 6 (2015), 738, DOI 10.3389/fpsyg.2015.00738, issn: 1664-1078
IN COPYRIGHT http://rightsstatements.org/page/InC/1.0 rs
- Classification
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Erziehung, Schul- und Bildungswesen
- Keyword
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Experimentelle Versuchsforschung
- Event
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Veröffentlichung
- (where)
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Freiburg
- (who)
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Universität
- (when)
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2015
- DOI
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10.3389/fpsyg.2015.00738
- URN
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urn:nbn:de:bsz:25-freidok-120388
- Rights
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Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
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25.03.2025, 1:45 PM CET
Data provider
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
Time of origin
- 2015
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Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics
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Fostering entrepreneurship
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