{"product_id":"international-perspectives-on-knowledge-integration-theory-research-and-good-practice-in-pre-service-teacher-and-higher-education-9789004429475","title":"International Perspectives on Knowledge Integration: Theory, Research, and Good Practice in Pre-service Teacher and Higher Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eInterest in knowledge integration grew considerably in recent years, particularly within the realm of pre-service teacher education. However, studies on the topic conceptualize knowledge integration in diverse ways. For example, it may be conceived as a specific coherence-building learning process which involves not only acquiring but interrelating knowledge of different types (e.g., theoretical and practical) or from different domains, which together constitute a teacher’s or educational specialist’s professional knowledge base (e.g., content knowledge, pedagogical knowledge, pedagogical content knowledge, knowledge about using technologies for learning and instruction, etc.). Furthermore, knowledge integration also refers to the meaningful application of knowledge of different types and from various domains in order to act professionally and to teach successfully.    In many countries, however, future teachers and educational specialists often struggle with knowledge integration, because the task of integrating knowledge across domains, from various courses, and from practical training is left largely to the individuals. Thus, the efficacy and quality of higher education programs, particularly in pre-service teacher education, could be improved through careful attention to knowledge integration.    International Perspectives on Knowledge Integration aims at facilitating the consideration of knowledge integration in teacher training and higher education in both research and practice. Specifically, it explores theoretical conceptions and methods, and reports on original research and good practices for fostering knowledge integration. It is thus of interest to researchers, faculty board members, and lecturers concerned with teacher training and higher education, as well as to student-teachers and students of pedagogy, education, and educational psychology.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures and Tables  Notes on Contributors    Introduction   Thomas Lehmann    Part 1: Theoretical Conceptions Linking Knowledge Integration and Professional Development  1. What Is Knowledge Integration of Multiple Domains and How Does It Relate to Teachers’ Professional Competence?   Thomas Lehmann  2. Conceptualizing (Pre-Service) Teachers’ Professional Knowledge for Complex Domains   Karsten Krauskopf, Carmen Zahn and Friedrich W. Hesse  3. Searching for the Key to Knowledge Integration   David D. Barker, Matthew S. Winsor, J. Vince Kirwan and Theodore J. Rupnow  4. Fostering Professionalism and Scientificity through Integration of Disciplinary and Research Knowledge   Katrin Klieme, Thomas Lehmann and Florian Schmidt-Borcherding    Part 2: Methodological Contributions and Instruments for Assessing Knowledge Integration  5. PRocesses of Knowledge Integration between Realms of Pedagogical Content Knowledge and How to Capture Them   Anita Stender and Maja Brückmann  6. Knowledge and Structure to Teach   Pablo Pirnay-Dummer  7. Separative and Integrative Learning in Teacher Education   Thomas Lehmann, Katrin Klieme and Florian Schmidt-Borcherding    Part 3: Research on Knowledge Integration  8. Pedagogical and Psychological Content in Teacher Education   Hendrik Lohse-Bossenz, Andrea Westphal and Miriam Vock  9. Using Relevance Instructions to Support the Integration of Teacher Knowledge   Helene Zeeb, Eileen Spitzmesser, Alisa Röddiger, Timo Leuders and Alexander Renkl  10. Closing the Gap   Hans-Peter Gottein  11. Adaptive Cycles of Teaching   Diane Salmon, Eun Kyung Ko, Ruth Freedman and Jill Zifkin  12. Coherence within Teacher Education   Jonathan Lilliedahl, Tom Wikman and Sven-Erik Hansén  13. Effects of Game-Based Learning in Teams on Knowledge Integration   Norbert M. Seel    Part 4: Good Practices for Fostering Knowledge Integration in Pre-Service Teacher Education  14. Promoting Knowledge Integration in Teacher Education Programs   Matthew S. Winsor, David D. Barker and J. Vince Kirwan  15. The Linkage of Research and Writing Competence in Teacher Education   Sandra Moroni and Gisela Bürki  16. Teacher Educators and Pre-Service Teachers Work towards Knowledge Integration   Ruth Reynolds, Suzanne Macqueen and Kate Ferguson-Patrick    Index","brand":"Brill","offers":[{"title":"Default Title","offer_id":53210799767895,"sku":"9789004429475","price":57.6,"currency_code":"GBP","in_stock":false}],"url":"https:\/\/bookcurl.com\/products\/international-perspectives-on-knowledge-integration-theory-research-and-good-practice-in-pre-service-teacher-and-higher-education-9789004429475","provider":"Book Curl","version":"1.0","type":"link"}