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Review
. 2022 Sep 2;17(9):e0273988.
doi: 10.1371/journal.pone.0273988. eCollection 2022.

Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

Jürgen Schneider  1 , Marc Kleinknecht  2 , Thorsten Bohl  1 , Sebastian Kuntze  3 , Markus Rehm  4 , Marcus Syring  1
Affiliations
Review

Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

Jürgen Schneider et al. PLoS One. .

Abstract

This paper investigates the effects of different instructional approaches (problem-based vs. direct instructional) on student teachers' analysis of practice when using authentic representations of practice in teacher education. We assigned 638 student teachers from 21 equivalent teacher education courses to one of the two conditions. Students' analyses of practice were evaluated on selective attention, reflective thought, and theory-practice integrations in a pre-post-design. In line with inconsistent findings from prior research, we were able to produce evidence for equivalent effects of the instructional approaches on all dependent variables using Bayesian data analyses. As called for in a review on the topic, we additionally explored the role of the instructors administering the field study interventions. Findings revealed that a positive attitude toward the instructional approach the instructors administered was related to more theory-practice integrations in the students' analyses.

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Conflict of interest statement

The authors have declared that no competing interests exist.

Figures

Fig 1
Fig 1. Screenshot of the web-based survey: One of three vignettes to be analyzed by students.
Fig 2
Fig 2. Computed structure model for one dependent variable (i.e., selective attention, models on reflective thought, and theory–practice integration structured accordingly).
SA: Latent variable “selective attention” in pretest (SA1) as a control variable and posttest (SA2) as the dependent variable; sa: Manifest variables of “selective attention” representing the three vignettes within each measurement point; att: Attendance; lit: Theoretical literature on classroom management; treat: Treatment; IA: Latent variable of instructors’ attitudes about the treatment; ia: Manifest variables of instructors’ attitudes.
Fig 3
Fig 3. Two-dimensional density plot of change from pretest to posttest in theory-practice integrations and the instructors’ positive attitudes.
See this image and copyright information in PMC

References

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