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| Autor/inn/en | Pilous, Roland; Leuders, Timo |
|---|---|
| Titel | Novice and expert teachers' content-related pedagogical reasoning. |
| Quelle | In: RISTAL : Research in Subject-matter Teaching and Learning, 6 (2023) 1, S. 1-15Infoseite zur Zeitschrift
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| Beigaben | Literaturangaben |
| Sprache | deutsch |
| Dokumenttyp | online; Zeitschriftenaufsatz |
| ISSN | 2616-7697 |
| DOI | 10.2478/ristal-2023-0001 |
| Schlagwörter | Lehrer; Fachwissen; Fachdidaktik |
| Abstract | In this exploratory study, we seek to contrast the content-related pedagogical reasoning shown by prospective and experienced teachers - i.e., their reasoning for or against the use of subject-matter representations that draw on content knowledge or pedagogical content knowledge. We conducted think-aloud interviews with seven prospective teachers and seven experienced teachers based on a situation of planning to teach with a specific task. The teachers' pedagogical reasoning was analysed by means of content analysis. The data showed that expert teachers engage substantially more in content-related pedagogical reasoning than novices. In particular, expert teachers' reasoning is predominantly based on their knowledge of content and students and on curricular knowledge. |
| Erfasst von | Comenius-Institut, Münster |
| Update | 2023/1 |
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