title: Integrated learning: ways of fostering the applicability of teachers' pedagogical and psychological knowledge.
abstract: In teacher education, general pedagogical and psychological knowledge (PPK) is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge (PCK) and general PPK with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable PPK and greater simultaneous application of PPK and PCK. The advantages of fostering knowledge integration were not moderated by the student teachers' prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times.
authors.affiliation: Department of Psychology, University of Freiburg Freiburg, Germany.
authors.forename: Nora
authors.initials: N
authors.lastname: Harr
authors.affiliation: Department of Mathematics, University of Education Freiburg Freiburg, Germany.
authors.forename: Andreas
authors.initials: A
authors.lastname: Eichler
authors.affiliation: Department of Psychology, University of Freiburg Freiburg, Germany.
authors.forename: Alexander
authors.initials: A
authors.lastname: Renkl
keywords: experimental design; general pedagogical/psychological knowledge; instructional design; pedagogical content knowledge; teacher education