Understanding the Reasoning of Pre-Service Teachers: A Think-Aloud Study Using Contextualised Teaching Scenarios

Autor/inn/en	Sheridan, Lynn; Durksen, Tracy L.; Tindall-Ford, Sharon
Titel	Understanding the Reasoning of Pre-Service Teachers: A Think-Aloud Study Using Contextualised Teaching Scenarios
Quelle	In: Teacher Development, 23 (2019) 4, S.425-446 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheridan, Lynn) ORCID (Durksen, Tracy L.) ORCID (Tindall-Ford, Sharon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2019.1640281
Schlagwörter	Preservice Teachers; Protocol Analysis; Foreign Countries; Situational Tests; Teacher Effectiveness; Elementary Education; Secondary Education; Student Attitudes; Thinking Skills; Preservice Teacher Education; Teacher Education Programs; Decision Making; Faculty Development; Motivation; Beliefs; Mentors; Correlation; Australia + Suchen Sie Ihr Suchwort? Ausland; Situationsansatz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Elementarunterricht; Sekundarbereich; Schülerverhalten; Denkfähigkeit; Lehramtsstudiengang; Lehrerausbildung; Decision-making; Entscheidungsfindung; psychologische; Motivation (psychologisch); Belief; Glaube; Korrelation; Australien
Abstract	This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously confirmed through the use of situational judgement test (SJT) methodology. The authors' three-step analysis revealed seven concepts that highlighted the motivations and beliefs underlying the reasoning of pre-service teachers. Practical implications include professional development around decision-making during teacher education programs. Future research will explore the use of SJTs in developing key non-academic attributes for effective teaching. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01