Teacher Candidate Learning of Action-Oriented Knowledge from Triggering Incidents in Teaching Practice

Autor/inn/en	Toom, Auli; Tiilikainen, Mikko; Heikonen, Lauri; Leijen, Äli; Mena, Juanjo; Husu, Jukka
Titel	Teacher Candidate Learning of Action-Oriented Knowledge from Triggering Incidents in Teaching Practice
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 5, S.536-552 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Toom, Auli) ORCID (Tiilikainen, Mikko) ORCID (Heikonen, Lauri) ORCID (Leijen, Äli) ORCID (Mena, Juanjo) ORCID (Husu, Jukka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2019.1652162
Schlagwörter	Knowledge Level; Critical Incidents Method; Preservice Teacher Education; Knowledge Base for Teaching; Foreign Countries; Elementary Education; Student Teachers; Teacher Influence; Inferences; Teaching Skills; Teaching Methods; Secondary Education; Finland + Suchen Sie Ihr Suchwort? Wissensbasis; Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Elementarunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Inference; Inferenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarbereich; Finnland
Abstract	This study investigated student teachers' (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. Student teacher's action-oriented knowledge is understood as core capability for the practice of teaching, and learning of action-oriented knowledge needs to be facilitated during teacher education. Action-oriented knowledge integrates theoretical and practical aspects of teaching, and it needs to be investigated in the context of teaching practice in teacher education. The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning. Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections. The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK. The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications. The study confirms that teacher candidates' videos can extend their focus of teaching and afford more attention to student learning. (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