<p>One of teachers’ challenges is inducing conceptual change—tackling their students’ incorrect naïve concepts (i.e., misconceptions) they bring into the classroom. Previous research yielded promising short-term digital training interventions on instructional strategies to support teachers, but they mainly address science education. However, are these approaches also effective when applied to philosophy education? We developed a short-term digital training intervention to help future philosophy teachers acquire knowledge about three strategies for addressing their students’ misconceptions (i.e., ignoring, refuting, and integrating). The intervention’s main component was a combination of cognitive models and self-explanation prompts. We tested this intervention in an experiment with 50 teacher students of philosophy featuring a between-subjects control group design. Results revealed that within the present experimental context, the intervention fostered learning processes (i.e., self-explanation quality) and learning outcomes (knowledge about three instructional strategies). Hence, we suggest the intervention can serve as an effective first step for preparing future teachers to address their students’ misconceptions in the classroom. The effect on learning outcomes was mediated by self-explanation quality, emphasizing the practical relevance of generating self-explanations during the intervention. Finally, and regardless of self-explanations, the overall training setting had the additional positive side effect of reducing the participants’ own misconceptions from pre- to posttest. This study offers a promising initial step of applying state-of-the-art instructional science measures (i.e., combining cognitive models with self-explanation prompts) to develop digital and potential blended-learning interventions for philosophy education.</p>