Using authentic representations of practice in teacher education: Do direct instructional and problem-based approaches really produce different effects?

• Jürgen Schneider ,

  Roles Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Software, Visualization, Writing – original draft

  * E-mail: juergen.schneider@uni-tuebingen.de

  Affiliation Department of Education, University of Tübingen, Tübingen, Germany

  https://orcid.org/0000-0002-3772-4198

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• Marc Kleinknecht,

  Roles Conceptualization, Funding acquisition, Supervision, Writing – review & editing

  Affiliation Department of Educational Sciences, Leuphana University Lüneburg, Lüneburg, Germany

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• Thorsten Bohl,

  Roles Conceptualization, Funding acquisition, Supervision, Writing – review & editing

  Affiliation Department of Education, University of Tübingen, Tübingen, Germany

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• Sebastian Kuntze,

  Roles Conceptualization, Funding acquisition, Supervision, Writing – review & editing

  Affiliation Department of Mathematics and Informatics, University of Education Ludwigsburg, Ludwigsburg, Germany

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• Markus Rehm,

  Roles Conceptualization, Funding acquisition, Supervision, Writing – review & editing

  Affiliation Department of Chemistry, School of Education Heidelberg, Heidelberg, Germany

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• Marcus Syring

  Roles Conceptualization, Investigation, Methodology, Resources, Writing – review & editing

  Affiliation Department of Education, University of Tübingen, Tübingen, Germany

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