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International Perspectives on Knowledge Integration
Theory, Research, and Good Practice in Pre-service Teacher and Higher Education
Editor:
Interest in knowledge integration grew considerably in recent years, particularly within the realm of pre-service teacher education. However, studies on the topic conceptualize knowledge integration in diverse ways. For example, it may be conceived as a specific coherence-building learning process which involves not only acquiring but interrelating knowledge of different types (e.g., theoretical and practical) or from different domains, which together constitute a teacherâs or educational specialistâs professional knowledge base (e.g., content knowledge, pedagogical knowledge, pedagogical content knowledge, knowledge about using technologies for learning and instruction, etc.). Furthermore, knowledge integration also refers to the meaningful application of knowledge of different types and from various domains in order to act professionally and to teach successfully.
In many countries, however, future teachers and educational specialists often struggle with knowledge integration, because the task of integrating knowledge across domains, from various courses, and from practical training is left largely to the individuals. Thus, the efficacy and quality of higher education programs, particularly in pre-service teacher education, could be improved through careful attention to knowledge integration.
International Perspectives on Knowledge Integration aims at facilitating the consideration of knowledge integration in teacher training and higher education in both research and practice. Specifically, it explores theoretical conceptions and methods, and reports on original research and good practices for fostering knowledge integration. It is thus of interest to researchers, faculty board members, and lecturers concerned with teacher training and higher education, as well as to student-teachers and students of pedagogy, education, and educational psychology.
In many countries, however, future teachers and educational specialists often struggle with knowledge integration, because the task of integrating knowledge across domains, from various courses, and from practical training is left largely to the individuals. Thus, the efficacy and quality of higher education programs, particularly in pre-service teacher education, could be improved through careful attention to knowledge integration.
International Perspectives on Knowledge Integration aims at facilitating the consideration of knowledge integration in teacher training and higher education in both research and practice. Specifically, it explores theoretical conceptions and methods, and reports on original research and good practices for fostering knowledge integration. It is thus of interest to researchers, faculty board members, and lecturers concerned with teacher training and higher education, as well as to student-teachers and students of pedagogy, education, and educational psychology.
Thomas Lehmann is a Postdoctoral Researcher in the research unit for Learning, Instruction, and Educational Psychology at the University of Bremen. He conducts research on knowledge integration, mental models, self-regulated learning, decision-making, problem-solving, and instructional design, and he teaches courses on research methods, pedagogical-psychological diagnostics, and the design of learning environments.
List of Figures and Tables
Notes on Contributors
Introduction
âThomas Lehmann
1. What Is Knowledge Integration of Multiple Domains and How Does It Relate to Teachersâ Professional Competence?
âThomas Lehmann
2. Conceptualizing (Pre-Service) Teachersâ Professional Knowledge for Complex Domains
âKarsten Krauskopf, Carmen Zahn and Friedrich W. Hesse
3. Searching for the Key to Knowledge Integration
âDavid D. Barker, Matthew S. Winsor, J. Vince Kirwan and Theodore J. Rupnow
4. Fostering Professionalism and Scientificity through Integration of Disciplinary and Research Knowledge
âKatrin Klieme, Thomas Lehmann and Florian Schmidt-Borcherding
5. PRocesses of Knowledge Integration between Realms of Pedagogical Content Knowledge and How to Capture Them
âAnita Stender and Maja Brückmann
6. Knowledge and Structure to Teach
âPablo Pirnay-Dummer
7. Separative and Integrative Learning in Teacher Education
âThomas Lehmann, Katrin Klieme and Florian Schmidt-Borcherding
8. Pedagogical and Psychological Content in Teacher Education
âHendrik Lohse-Bossenz, Andrea Westphal and Miriam Vock
9. Using Relevance Instructions to Support the Integration of Teacher Knowledge
âHelene Zeeb, Eileen Spitzmesser, Alisa Röddiger, Timo Leuders and Alexander Renkl
10. Closing the Gap
âHans-Peter Gottein
11. Adaptive Cycles of Teaching
âDiane Salmon, Eun Kyung Ko, Ruth Freedman and Jill Zifkin
12. Coherence within Teacher Education
âJonathan Lilliedahl, Tom Wikman and Sven-Erik Hansén
13. Effects of Game-Based Learning in Teams on Knowledge Integration
âNorbert M. Seel
14. Promoting Knowledge Integration in Teacher Education Programs
âMatthew S. Winsor, David D. Barker and J. Vince Kirwan
15. The Linkage of Research and Writing Competence in Teacher Education
âSandra Moroni and Gisela Bürki
16. Teacher Educators and Pre-Service Teachers Work towards Knowledge Integration
âRuth Reynolds, Suzanne Macqueen and Kate Ferguson-Patrick
Index
Notes on Contributors
Introduction
âThomas Lehmann
Part 1: Theoretical Conceptions Linking Knowledge Integration and Professional Development
1. What Is Knowledge Integration of Multiple Domains and How Does It Relate to Teachersâ Professional Competence?
âThomas Lehmann
2. Conceptualizing (Pre-Service) Teachersâ Professional Knowledge for Complex Domains
âKarsten Krauskopf, Carmen Zahn and Friedrich W. Hesse
3. Searching for the Key to Knowledge Integration
âDavid D. Barker, Matthew S. Winsor, J. Vince Kirwan and Theodore J. Rupnow
4. Fostering Professionalism and Scientificity through Integration of Disciplinary and Research Knowledge
âKatrin Klieme, Thomas Lehmann and Florian Schmidt-Borcherding
Part 2: Methodological Contributions and Instruments for Assessing Knowledge Integration
5. PRocesses of Knowledge Integration between Realms of Pedagogical Content Knowledge and How to Capture Them
âAnita Stender and Maja Brückmann
6. Knowledge and Structure to Teach
âPablo Pirnay-Dummer
7. Separative and Integrative Learning in Teacher Education
âThomas Lehmann, Katrin Klieme and Florian Schmidt-Borcherding
Part 3: Research on Knowledge Integration
8. Pedagogical and Psychological Content in Teacher Education
âHendrik Lohse-Bossenz, Andrea Westphal and Miriam Vock
9. Using Relevance Instructions to Support the Integration of Teacher Knowledge
âHelene Zeeb, Eileen Spitzmesser, Alisa Röddiger, Timo Leuders and Alexander Renkl
10. Closing the Gap
âHans-Peter Gottein
11. Adaptive Cycles of Teaching
âDiane Salmon, Eun Kyung Ko, Ruth Freedman and Jill Zifkin
12. Coherence within Teacher Education
âJonathan Lilliedahl, Tom Wikman and Sven-Erik Hansén
13. Effects of Game-Based Learning in Teams on Knowledge Integration
âNorbert M. Seel
Part 4: Good Practices for Fostering Knowledge Integration in Pre-Service Teacher Education
14. Promoting Knowledge Integration in Teacher Education Programs
âMatthew S. Winsor, David D. Barker and J. Vince Kirwan
15. The Linkage of Research and Writing Competence in Teacher Education
âSandra Moroni and Gisela Bürki
16. Teacher Educators and Pre-Service Teachers Work towards Knowledge Integration
âRuth Reynolds, Suzanne Macqueen and Kate Ferguson-Patrick
Index
The volume is of interest to researchers, faculty board members, and lecturers concerned with teacher training and higher education, and student-teachers as well as students of pedagogy, education, and educational psychology.