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Peabody Journal of Education Volume 90, 2015 - Issue 4
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Original Articles

Prompted Journal Writing Supports Preservice History Teachers in Drawing on Multiple Knowledge Domains for Designing Learning Tasks

Kristin WäschleUniversity of Freiburg
,
Thomas LehmannUniversity of Bremen
,
Nicola BrauchRuhr-University Bochum
&
Matthias NücklesUniversity of FreiburgCorrespondence[email protected]
Pages 546-559 | Published online: 25 Aug 2015

Citations (15)

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Read on this site (1)

Nicola Brauch, Giovanna Leone & Mauro Sarrica. (2019) ‘The debate almost came to a fight…’ results of a cross-national explorative study concerning history teachers´ shared beliefs about teaching historical sensitive issues. Pedagogy, Culture & Society 27:1, pages 111-132.
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Articles from other publishers (14)

Inka Sara Hähnlein & Pablo Pirnay-Dummer. (2024) Promoting pre-service teachers’ knowledge integration from multiple text sources across domains with instructional prompts. Educational technology research and development.
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Thomas Lehmann. (2024) Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers’ first- and second-order knowledge integration. Instructional Science 52:2, pages 249-276.
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Judith Schellenbach-Zell, Anna-Lena Molitor, Marcus Kindlinger, Kati Trempler & Ulrike Hartmann. (2023) Wie gelingt die Anregung von Reflexion über pädagogische Situationen unter Nutzung bildungswissenschaftlicher Wissensbestände? Die Bedeutung von Prompts und FeedbackHow to activate reflection on pedagogical situations when using educational knowledge? The role of prompts and feedback. Zeitschrift für Erziehungswissenschaft 26:5, pages 1189-1211.
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J. Vince Kirwan, Matthew S. Winsor & David D. Barker. (2023) Mathematics instructor actions and knowledge integration: utilizing resources in mathematics courses for teachers. ZDM – Mathematics Education 55:4, pages 837-849.
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Thomas Lehmann. (2021) Student teachers’ knowledge integration across conceptual borders: the role of study approaches, learning strategies, beliefs, and motivation. European Journal of Psychology of Education 37:4, pages 1189-1216.
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Shiri Mor-Hagani & Sarit Barzilai. (2022) The multifaceted nature of teachers' epistemic growth: Exploring teachers' perspectives on growth in epistemic performance. Teaching and Teacher Education 115, pages 103714.
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Thomas Lehmann, Pablo Pirnay-Dummer & Florian Schmidt-Borcherding. (2019) Fostering integrated mental models of different professional knowledge domains: instructional approaches and model-based analyses. Educational Technology Research and Development 68:3, pages 905-927.
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Andreas Lachner, Iris Backfisch & Kathleen Stürmer. (2019) A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge. Computers & Education 142, pages 103645.
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Helene Zeeb, Felicitas Biwer, Georg Brunner, Timo Leuders & Alexander Renkl. (2019) Make it relevant! How prior instructions foster the integration of teacher knowledge. Instructional Science 47:6, pages 711-739.
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Thomas Lehmann, Benjamin Rott & Florian Schmidt-Borcherding. (2018) Promoting pre-service teachers’ integration of professional knowledge: effects of writing tasks and prompts on learning from multiple documents. Instructional Science 47:1, pages 99-126.
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Martina Graichen, Elisabeth Wegner & Matthias Nückles. 2019. Kohärenz in der Lehrerbildung. Kohärenz in der Lehrerbildung 247 259 .
Matthias Nückles, Katja Zaki, Martina Graichen, Anne Liefländer, Christian Burkhart, Christiane Klein & Laura Lösch. 2019. Kohärenz in der Lehrerbildung. Kohärenz in der Lehrerbildung 217 232 .
Monika Waldis & Béatrice Ziegler. 2018. Gesellschaftswissenschaftliche Fachdidaktiken. Gesellschaftswissenschaftliche Fachdidaktiken 39 59 .
Nicola Brauch. 2017. Palgrave Handbook of Research in Historical Culture and Education. Palgrave Handbook of Research in Historical Culture and Education 593 611 .

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