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

Research output: Journal contributionsJournal articlesResearchpeer-review

Authors

  • Jürgen Schneider
  • Marc Kleinknecht
  • Thorsten Bohl
  • Sebastian Kuntze
  • Markus Rehm
  • Marcus Syring

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.

Original languageEnglish
Article numbere0273988
JournalPLoS ONE
Volume17
Issue number9
Number of pages19
ISSN1932-6203
DOIs
Publication statusPublished - 02.09.2022

Bibliographical note

This work was supported by the Ministry of Science, Research and Arts of the state Baden-Württemberg, Germany The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Documents

DOI