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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-246475
DOI: 10.25656/01:24647; 10.1016/j.tate.2020.103205
URN: urn:nbn:de:0111-pedocs-246475
DOI: 10.25656/01:24647; 10.1016/j.tate.2020.103205
| Title |
Integrating information from multiple texts relates to pre-service teachers' epistemic products for reflective teaching practice. |
|---|---|
| Authors |
Hartmann, Ulrike   ;
Kindlinger, Marcus ;
Trempler, Kati |
| Source | Teaching and teacher education 97 (2021) 103205  |
| Document | full text (615 KB) (formally and content revised edition) |
| License of the document |
|
| Keywords (German) | Lehrerausbildung; Referendariat; Text; Quelle; Integration; Reflexion <Phil>; Referendar; Kompetenz; Unterrichtsvorbereitung; Experte; Bewertung; Qualitative Forschung; Inhaltsanalyse |
| sub-discipline | Empirical Educational Research |
| Document type | Article (journal) |
| ISSN | 0742-051x; 0742051x |
| Language | English |
| Year of creation | 2021 |
| review status | Peer-Reviewed |
| Abstract (English): | Integrating information from multiple texts is a core aspect of pre-service teachers' preparation for reflective teaching practice. This study connects research on multiple text use with teachers' epistemic reflexivity. Using qualitative content analysis, we investigate how information is integrated to explain real pedagogical situations in essays by 87 pre-service teachers. Competent text integration was related to a higher number of reflexive statements. These analyses are supplemented with an expert rating, showing that essays with competent text integration were rated higher on the quality of their conclusions for professional teaching practice than those without substantial text integration. (DIPF/Orig.) |
| other articles of this journal | Teaching and teacher education Jahr: 2021 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 01.12.2023 |
| Citation | Hartmann, Ulrike; Kindlinger, Marcus; Trempler, Kati: Integrating information from multiple texts relates to pre-service teachers' epistemic products for reflective teaching practice. - In: Teaching and teacher education 97 (2021) 103205 - URN: urn:nbn:de:0111-pedocs-246475 - DOI: 10.25656/01:24647; 10.1016/j.tate.2020.103205 |
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