Rehearsing to Teach: Content-Specific Deconstruction of Instructional Explanations in Pre-Service Teacher Training

Autor/in	Inoue, Noriyuki
Titel	Rehearsing to Teach: Content-Specific Deconstruction of Instructional Explanations in Pre-Service Teacher Training
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 35 (2009) 1, S.47-60 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Classroom Techniques; Elementary School Teachers; Pedagogical Content Knowledge; Mathematics Instruction; Student Teachers; Preservice Teacher Education; Methods Courses; Problem Solving; Preservice Teachers; Instructional Effectiveness; Teaching Methods; California + Suchen Sie Ihr Suchwort? Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Problemlösen; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	Giving effective instructional explanations requires a special type of pedagogical content knowledge, that is, foreseeing where students could employ different assumptions in building their understanding of a specific content. This paper proposes the importance of rehearsing instructional explanations and fine-tuning the coherence and meaningfulness of instructional explanations before pre-service teachers start practice teaching, where many complex factors such as classroom management could occupy their minds, so leaving little room for focusing and reflecting on their instructional explanations. The current paper presents actual examples of such rehearsals in which the pre-service teachers demonstrated the need for developing deeper pedagogical understanding of the ways their elementary school students construct their content knowledge. It concludes with the suggestion to provide pre-service teachers with ample opportunities actually to practice explaining specific concepts and engage in "post-hoc" pedagogical analyses of their explanations in teacher training programmes. (Contains 3 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10