Teachers designing their lessons. The complex stage of educational resource selection.

Autor/in	Messaoui, Anita
Titel	Teachers designing their lessons. The complex stage of educational resource selection.
Quelle	Aus: Bagoly-Simó, Péter (Hrsg.); Sikorová, Zuzana (Hrsg.): Textbooks and educational media: perspectives from subject education. Proceedings of the 13th IARTEM conference 2015, Berlin. Cham: Springer (2021) S. 279-293Verfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-030-80345-2
Schlagwörter	Bildungsinhalt; Lehrer; Curriculum; Lehrstoff; Unterrichtsvorbereitung; Englischunterricht; Auslese; Frankreich
Abstract	This chapter provides an analysis of the documentation work enacted by an English teacher designing a new lesson for sixth grade students in France. The overall goal of the study was to understand which knowledge is involved in the process of resource selection and how it participates in teacher professional development. The application of the documentational approach to didactics along with the conceptualization in action theory served as grounds to the study. Thereby, the documentation expertise refers to the teacher's interaction with resources, including their selection. Data collection consisted of recorded lesson preparation, interviews, recording of resources used and produced. The main results show five types of knowledge involved: knowledge of subject content, didactic knowledge, curriculum knowledge, knowledge of students, and knowledge of the informational environment. While it offers valuable insights, the research on educational resource selection remains a case study and requires further and broader work.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1