Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Using authentic representations of practice in teacher education : Do direct instructional and problem-based approaches really produce different effects? / Schneider, Jürgen; Kleinknecht, Marc; Bohl, Thorsten et al.

in: PLoS ONE, Jahrgang 17, Nr. 9, e0273988, 02.09.2022.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{40df3a7fb8f347ed9894b39fbd337091,
title = "Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?",
abstract = "This paper investigates the effects of different instructional approaches (problem-based vs. direct instructional) on student teachers' analysis of practice when using authentic representations of practice in teacher education. We assigned 638 student teachers from 21 equivalent teacher education courses to one of the two conditions. Students' analyses of practice were evaluated on selective attention, reflective thought, and theory-practice integrations in a pre-post-design. In line with inconsistent findings from prior research, we were able to produce evidence for equivalent effects of the instructional approaches on all dependent variables using Bayesian data analyses. As called for in a review on the topic, we additionally explored the role of the instructors administering the field study interventions. Findings revealed that a positive attitude toward the instructional approach the instructors administered was related to more theory-practice integrations in the students' analyses.",
keywords = "Educational science",
author = "J{\"u}rgen Schneider and Marc Kleinknecht and Thorsten Bohl and Sebastian Kuntze and Markus Rehm and Marcus Syring",
note = "Publisher Copyright: {\textcopyright} 2022 Schneider et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.",
year = "2022",
month = sep,
day = "2",
doi = "10.1371/journal.pone.0273988",
language = "English",
volume = "17",
journal = "PLoS ONE",
issn = "1932-6203",
publisher = "Public Library of Science",
number = "9",

}

RIS

TY - JOUR

T1 - Using authentic representations of practice in teacher education

T2 - Do direct instructional and problem-based approaches really produce different effects?

AU - Schneider, Jürgen

AU - Kleinknecht, Marc

AU - Bohl, Thorsten

AU - Kuntze, Sebastian

AU - Rehm, Markus

AU - Syring, Marcus

N1 - Publisher Copyright: © 2022 Schneider et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

PY - 2022/9/2

Y1 - 2022/9/2

N2 - This paper investigates the effects of different instructional approaches (problem-based vs. direct instructional) on student teachers' analysis of practice when using authentic representations of practice in teacher education. We assigned 638 student teachers from 21 equivalent teacher education courses to one of the two conditions. Students' analyses of practice were evaluated on selective attention, reflective thought, and theory-practice integrations in a pre-post-design. In line with inconsistent findings from prior research, we were able to produce evidence for equivalent effects of the instructional approaches on all dependent variables using Bayesian data analyses. As called for in a review on the topic, we additionally explored the role of the instructors administering the field study interventions. Findings revealed that a positive attitude toward the instructional approach the instructors administered was related to more theory-practice integrations in the students' analyses.

AB - This paper investigates the effects of different instructional approaches (problem-based vs. direct instructional) on student teachers' analysis of practice when using authentic representations of practice in teacher education. We assigned 638 student teachers from 21 equivalent teacher education courses to one of the two conditions. Students' analyses of practice were evaluated on selective attention, reflective thought, and theory-practice integrations in a pre-post-design. In line with inconsistent findings from prior research, we were able to produce evidence for equivalent effects of the instructional approaches on all dependent variables using Bayesian data analyses. As called for in a review on the topic, we additionally explored the role of the instructors administering the field study interventions. Findings revealed that a positive attitude toward the instructional approach the instructors administered was related to more theory-practice integrations in the students' analyses.

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85137163068&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/0840ae1e-9d44-3a8e-85c2-3a9f722d1662/

U2 - 10.1371/journal.pone.0273988

DO - 10.1371/journal.pone.0273988

M3 - Journal articles

C2 - 36054187

AN - SCOPUS:85137163068

VL - 17

JO - PLoS ONE

JF - PLoS ONE

SN - 1932-6203

IS - 9

M1 - e0273988

ER -

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