From Laboratory to Authentic Contexts: Two Studies of Pedagogical Reasoning across Four Levels of Expertise

Autor/in	Mercier, Julien
Titel	From Laboratory to Authentic Contexts: Two Studies of Pedagogical Reasoning across Four Levels of Expertise
Quelle	In: World Journal of Education, 2 (2012) 4, S.2-19 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Planning; Lesson Plans; Laboratories; Expertise; Knowledge Level; Hypothesis Testing; Cognitive Processes; Logical Thinking; Beginning Teachers; Experienced Teachers; Preservice Teachers; Special Education; Remedial Reading; Video Technology; Protocol Analysis; Problem Solving; Statistical Analysis; Markov Processes + Suchen Sie Ihr Suchwort? Ablaufplanung; Planungsprozess; Lesson planning; Unterrichtsplanung; Laboratory; Laboratorium; Expert appraisal; Wissensbasis; Hypothesenprüfung; Hypothesentest; Cognitive process; Kognitiver Prozess; Junior teacher; Junglehrer; Special needs education; Sonderpädagogik; Sonderschulwesen; Leseförderung; Problemlösen; Statistische Analyse; Markowscher Prozess
Abstract	A cognitive model of how teachers plan instruction was validated in laboratory settings but remained to be tested empirically in authentic situations. The objective of this work is to describe and compare pedagogical reasoning in laboratory and authentic contexts and across expertise levels. The "state-driven hypothesis" and the "knowledge-driven hypothesis" were used in two studies to show how pedagogical reasoning was performed by novices and experts in laboratory (n = 18) and in authentic context (n = 14). Globally, the results show (1) similarities and differences in how pedagogical reasoning unfolds in laboratory and authentic contexts and (2) how domain knowledge influences only some aspects of this process. The work presented lays the foundations for the fine-grained study of how domain knowledge determines problem-solving in pedagogical-reasoning. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/wje/index/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04