Fostering pre-service teachers' theoretical knowledge application. Studying with and without text-based cases.

Autor/inn/en	Baier, Franziska; Maurer, Christina; Dignath, Charlotte; Kunter, Mareike
Titel	Fostering pre-service teachers' theoretical knowledge application. Studying with and without text-based cases.
Quelle	In: Instructional science, 49 (2021) 6, S. 855-876Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0020-4277; 1573-1952
DOI	10.25656/01:25461 10.1007/s11251-021-09560-7
URN	urn:nbn:de:0111-pedocs-254615
Schlagwörter	Empirische Untersuchung; Fragebogenerhebung; Quasi-Experiment; Lehramtsstudent; Lehrerausbildung; Wissenserwerb; Lehrmethode; Fallbeispiel; Wissensanwendung; Vignette (Methode); Deutschland
Abstract	As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers' scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1