Promoting pre-service teachers’ knowledge integration from multiple text sources across domains with instructional prompts

Bibliographic Data

ID21618655
AuthorsInka Sara Hähnlein (0000-0003-2758-634X, Martin Luther University Halle-Wittenberg, corresponding author), Pablo Pirnay-Dummer, Pablo Pirnay‐Dummer (0000-0003-2035-2911, Martin Luther University Halle-Wittenberg)
Year2024
Volume72
Issue4
Pages2159-2185
Publication date2024-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Technology Research and Development (JOURNAL)
Journal identifiersISSN: 1042-1629 • E-ISSN: 1556-6501
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11423-024-10363-z
OpenAlexW4394694038
LanguageEN
Citations received3
References cited81

Multiple document comprehension and knowledge integration across domains are particularly important for pre-service teachers, as integrated professional knowledge forms the basis for teaching expertise and competence. This study examines the effects of instructional prompts and relevance prompts embedded in pre-service teachers’ learning processes on the quality their knowledge integration in multiple document comprehension across domains. 109 pre-service teachers participated in an experimental study. They read four texts on “competencies” from different knowledge domains and wrote a text on a given scenario. Experimental group 1 was aided with instructional and relevance prompts, while experimental group 2 received only relevance prompts. The control group received no prompting. Perceived relevance of knowledge integration was assessed in a pre-post-test. Pre-service teachers’ separative and integrative learning, epistemological beliefs, metacognition, study-specific self-concept, and post-experimental motivation were assessed as control variables. Participants’ texts were analyzed concerning knowledge integration by raters and with computer linguistic measures. A key finding is that combined complex prompting enhances pre-service teachers perceived relevance of knowledge integration. This study found effects of prompting types on the pre-service teachers’ semantic knowledge structures. Implications for transfer are discussed

Computer-Assisted Instruction · Educational technology · Instructional design · Knowledge management · Mathematics education · Medical education · Multimedia · Pedagogy · Technology integration · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Medicine · Psychology

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