Preservice teachers face the challenge of integrating multiple types of knowledge, such as pedagogical–psychological knowledge and subject-specific pedagogical knowledge. We investigated whether prior instruction emphasizing the importance of knowledge integration (relevance instruction) supports preservice teachers in using both knowledge types simultaneously. Seventy-two preservice music teachers participated in this computer-based study. They worked on two separate lectures about learners’ beliefs. One lecture contained pedagogical–psychological knowledge; the other contained music-specific pedagogical knowledge. The preservice teachers received either a relevance instruction before starting a new lecture or a control instruction. We found that the relevance instruction increased the simultaneous use of the two knowledge types in scenario-based tasks. In these tasks, the preservice teachers needed to provide interpretations and decisions for excerpts describing various classroom situations. The relevance instruction increased the time that the preservice teachers spent on the lectures slightly; but it did not increase the perceived task difficulty or mental effort. Furthermore, the effect of the relevance instruction was not moderated by prior knowledge. We conclude that relevance instructions are a promising approach to fostering knowledge integration in teacher education.

中文翻译：

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使其有意义！事先的指示如何促进教师知识的整合

职前教师面临着整合多种类型的知识的挑战，例如教学心理学知识和针对特定学科的教学知识。我们调查了强调知识整合重要性的先前教学（相关教学）是否支持职前教师同时使用两种知识类型。七十二名职前音乐教师参加了这项基于计算机的研究。他们分别在两个关于学习者信念的讲座上工作。一堂课讲授了教育心理知识。另一个包含音乐特定的教学知识。职前教师在开始新授课之前接受了相关指导或控制指导。我们发现，相关性指令增加了在基于场景的任务中两种知识类型的同时使用。在这些任务中，职前教师需要为摘录中的各种教室情况提供解释和决定。相关性指示稍微增加了职前教师在讲座上花费的时间；但它并没有增加感知到的任务难度或精力。此外，相关指导的效果并没有被先验知识所调节。我们得出结论，相关性指导是在教师教育中促进知识整合的一种有前途的方法。相关教学稍微增加了职前教师在讲座上花费的时间；但它并没有增加感知到的任务难度或精力。此外，相关指导的效果并没有被先验知识所调节。我们得出结论，相关性指导是在教师教育中促进知识整合的一种有前途的方法。相关教学稍微增加了职前教师在讲座上花费的时间；但它并没有增加感知到的任务难度或精力。此外，相关指导的效果并没有被先验知识所调节。我们得出结论，相关性指导是在教师教育中促进知识整合的一种有前途的方法。