Influence of practice-based curricular interventions on prospective teachers and their teaching

A central current challenge for teachers is the usage of digital technologies to support pupils’ learning. Practice-based teacher education, specifically different elements to foster professional knowledge and skilled practice, structures the acquisition of professional knowledge as foundation for instructional activities. This study investigates the extent to which the instructional format, developed according to practice-based elements and adapted for subject-specific digital technology integration promotes prospective teachers’ (technological) pedagogical (content) knowledge and pupils’ knowledge regarding the intended learning outcome. The study employed a pre-post control group design involving prospective teachers who taught pupils during their internships. Analyses of covariance and multilevel regressions were conducted. The results revealed that the instructional format did not statistically significant influence the promotion of prospective teachers’ (technological) pedagogical (content) knowledge nor pupils’ knowledge regarding the intended learning outcome.