Probing the quality of preservice teachers? pedagogical reasoning & action (PR&A) in internships

被引：2

作者：

Trevisan, Ottavia ^{[1
]}

Smits, Anneke ^{[2
]}

机构：

[1] Univ Padua, Padua, Italy

[2] Windesheim Univ Appl Sci, Zwolle, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 125卷

关键词：

Pedagogical reasoning; Preservice education; Internships; Teaching orientations; Core conceptions of teaching; Teacher cognition; PROFESSIONAL VISION; CONTENT KNOWLEDGE; FORMATIVE ASSESSMENT; BELIEFS; TECHNOLOGY; OPPORTUNITIES; INSTRUMENT; EXPERIENCE; EDUCATION; SCIENCE;

D O I：

10.1016/j.tate.2022.103983

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study's theoretical foundations are pedagogical reasoning and action (PR&A) and the crucial role of internships in developing PR&A in preservice teachers. Relatively few studies analyse the quality of real and recent PR&A during internships. In this study, we probe the quality of third-year pre-service teachers' pedagogical reasoning in relation to their actual recent internship practice (PR&A) based on interviews. Three different PR&A profiles emerged. These profiles connect knowledge and orientations in PR&A and may help teacher education institutes to appraise their students' PR&A quality.(c) 2022 Elsevier Ltd. All rights reserved.

引用

页数：17

共 4 条

[1] Teachers' pedagogical reasoning and action in the digital age
Starkey, Louise
TEACHERS AND TEACHING, 2010, 16 (02) : 233 - 244
[2] Preservice and inservice teachers' pedagogical reasoning underlying their most-valued technology-supported instructional activities
Hughes, Joan E.
Cheah, Yin Hong
Shi, Yi
Hsiao, Kuei-Hui
JOURNAL OF COMPUTER ASSISTED LEARNING, 2020, 36 (04) : 549 - 568
[3] Teachers' Pedagogical Reasoning and Action in Technical and Vocational Education
Mohamad, M. M.
Yee, M. H.
Tee, T. K.
Mukhtar, Ibrahim M.
Ahmad, A.
JOURNAL OF TECHNICAL EDUCATION AND TRAINING, 2019, 11 (03): : 15 - 21
[4] Preservice Teachers Taking Action: Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience
VanDerHeide, Jennifer
Marciano, Joanne E.
JOURNAL OF TEACHER EDUCATION, 2022, 73 (02) : 175 - 187

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