Abstract

This study analyzed whether student teachers exhibit insufficient prior knowledge concerning learning strategies and whether different contexts lead to variations in activated knowledge. Furthermore, we investigated whether pieces of prior-knowledge and their structured-ness were associated with the assessment of pupils' learning strategies. In a within-subjects experiment (ABABAB design; N = 47 student teachers), questions about learning-strategy application referred to either (A) pupil-focused or (B) teacher-focused contexts. After a short training intervention, student teachers assessed strategies in pupils’ work. Different prior knowledge was elicited depending on contexts, suggesting “knowledge-in-pieces”. Prior-knowledge pieces, even if insufficient, served as a prerequisite to learn strategy assessment.

Citation

Glogger-Frey, I., Deutscher, M. & Renkl, A. (2018). Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies. Teaching and Teacher Education: An International Journal of Research and Studies, 76(1), 227-241. Elsevier Ltd. Retrieved August 12, 2024 from https://www.learntechlib.org/p/202496/.

Keywords

• Assessment literacy
• Learning-strategy assessment
• Pedagogical knowledge-in-pieces
• Prior Knowledge
• teacher education