Literaturnachweis - Detailanzeige
| Autor/inn/en | Stenberg, Katariina; Maaranen, Katriina |
|---|---|
| Titel | Promoting Practical Wisdom in Teacher Education: A Qualitative Descriptive Study |
| Quelle | In: European Journal of Teacher Education, 45 (2022) 5, S.617-633 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0261-9768 |
| DOI | 10.1080/02619768.2020.1860012 |
| Schlagwörter | Preservice Teacher Education; Student Teachers; Elementary Education; Beliefs; Foreign Countries; Individual Characteristics; Teacher Student Relationship; Educational Practices; Barriers; Student Teacher Attitudes; Finland (Helsinki) |
| Abstract | Teaching is a highly complex profession, one in which teachers have to make continuous pedagogical decisions. In this study, we argue that practical wisdom is needed in order to act thoughtfully and effectively. The prerequisite for using practical wisdom is teachers' awareness of the pedagogical beliefs behind the decision-making. In this study, this has been described as personal practical theories: PPTs. In other words, practical wisdom is possible if PPTs are consistent with pedagogical decision-making and furthermore teaching practice. The aim of this study is to seek the ways teacher education may support the cultivation of practical wisdom in student teachers. For that purpose, we carried out a qualitative descriptive study by interviewing 15 primary school student teachers about their experiences with PPTs, and their manifestation in their practicum studies. Further, what factors support the manifestation, or create obstacles to them. Based on the results, in this study, we suggest ways in which practical wisdom could be promoted in initial teacher education. (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 | 2024/1/01 |
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