The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers' Knowledge of Learning Skills

Autor/inn/en	Saks, Katrin; Ilves, Helen; Noppel, Airi
Titel	The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers' Knowledge of Learning Skills
Quelle	In: Education Sciences, 11 (2021), Artikel 598 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Saks, Katrin)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Knowledge Level; Skill Development; Intervention; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Learning Strategies; Learning Experience; Faculty Development; Foreign Countries; Estonia + Suchen Sie Ihr Suchwort? Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernerfahrung; Ausland; Estland
Abstract	In addition to content knowledge, it is necessary to teach learning skills. Using relevant learning skills assures better learning outcomes and abilities for the whole life course. Due to a packed curriculum or teachers having insufficient skills, student learning skills are often neglected. The aim of this study is to find out whether it is possible to support the development of declarative knowledge in learning skills in teachers through procedural knowledge acquired via practical teaching activities. A quasi-experimental study using semi-structured pre- and post-intervention interviews and six-month intervention activities was conducted with 14 teachers. The procedural knowledge of the teachers was assessed based on their practical experience with the intervention activities. Their declarative knowledge was assessed based on pre- and post-intervention interview reflections. The findings revealed that procedural knowledge, being predominantly teacher centred, mostly appears through experience and reflections on the teaching practice that guides them. It also appeared that the intervention focusing on advancing procedural knowledge among teachers advanced their declarative knowledge in terms of metacognition, revealing new aspects of motivation and sense-giving for their learning. As follow-up research, we plan to continue studying conditional knowledge in teachers in order to identify situations where this is applied. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01