Krauskopf, K., Zahn, C., & Hesse, F. W. (2020). Conceptualizing (pre-service) teachers’ professional knowledge for complex domains. In T. Lehmann (Ed.), International perspectives on knowledge integration: Theory, research, and good practice in pre-service teacher and higher education (pp. 31-57). Brill-Sense. https://doi.org/10.1163/9789004429499_003

Abstract:

“In this chapter we integrate two lines of research that deal with complex knowledge domains, which are of increasing importance for pre-service teachers: Technology integration and responding to learner heterogeneity. Both domains are characterized by increased complexity, requiring pre-service teachers to understand concrete practice-related phenomena, as well as the underlying cognitive and socio-cognitive processes on a meta-level. In this context, initially we examine literature investigating the Technological Pedagogical Content Knowledge (TPCK) framework. Secondly, we provide an overview of the parameters for heterogeneity in the classroom, using three different approaches found in contemporary research. Thirdly, our considerations are integrated into both domains based on the notion of fragmented versus coherent theories. At this stage, we conceptualize how complex domains can be coherently mentally represented; arguing that teacher education needs to support pre-service teachers in their construction of professional knowledge, represented as coherent theories. Finally, we suggest an integrated perspective on pre-service teachers’ professional development based on the concept of adaptive expertise. As a practical implication, we provide a basis for teacher training to guide pre-service teachers’ meta-conceptual understanding of the potential of digital technology, and for dealing with heterogeneity in the classroom.”