Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?
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In: PLoS ONE, Vol. 17, No. 9, e0273988, 02.09.2022.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 - Funding Information: 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. 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 -