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Prompted Journal Writing Supports Preservice History Teachers in Drawing on Multiple Knowledge Domains for Designing Learning Tasks

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Wäschle, Kristin; Lehmann, Thomas; Brauch, Nicola; Nückles, Matthias – Peabody Journal of Education, 2015

Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students' knowledge integration. Fifty-two preservice…

Descriptors: Preservice Teachers, History Instruction, Journal Writing, Prompting