How does experience affect theoretical knowledge for teaching?

Desforges, Charles

doi:10.1016/0959-4752(95)00024-0

Cited by 83 publications

(47 citation statements)

References 34 publications

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“…The conclusion from investigations into pedagogical reasoning confirms the attitudinal psychological research and extensive educational work conducted on the Incorporation of ICT into the School Curriculum by Fullan (1991), Desforges (1995) and others that the ability of teachers to adopt leT in their teaching will depend on a complex range of interrelated factors and will vary according to the types of ICT use being adopted, the subject knowledge of the teacher and the pedagogic knowledge relating to ICT. This applies not only to classroom practices but also to methods of pupil assessment, progression and the interrelationship with other educational experiences and in other educational settings.…”

Section: School Knowledge Subject Knowledgesupporting

confidence: 70%

“…This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35701-0_35 educational change (Desforges, 1995;Fullan, 1991;Somekh & Davies, 1991;Underwood, 1988). Additionally, according to the theory of planned behaviour (Ajzen, 1991), human behaviour, including the use of ICT, is guided by beliefs about: the likely outcomes of the behaviour; the normative expectations of others; and the presence of factors that may facilitate or impede the performance.…”

Section: Factors Affecting the Integration Of Ict In The Classroommentioning

confidence: 99%

“…A review of the literature on how teachers' experiences affect their theoretical knowledge of teaching by Desforges (1995) has shown that the effectiveness of teachers adopting new methods in their teaching is dependent on their attitudes towards improving their professional development, their knowledge of the effects of their teaching on their pupils' learning and the type and extent of teacher training they had experienced. Previous research has also shown that the way in which teachers use ICT depends upon their perceptions of the role and value of ICT and on their other teacher pedagogies (Cox 1997a;Watson, 1993).…”

Section: Theories Of Pedagogymentioning

confidence: 99%

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The Effects of Attitudes, Pedagogical Practices and Teachers’ Roles on the Incorporation of ICT into the School Curriculum

Cox¹

2003

Information and Communication Technology and the Teacher of the Future

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Abstract:Research conducted at King's College into the attitudes of teachers towards ICT and their motivation for using it in their teaching has shown that these are influenced by their own pedagogies. However when ICT is involved a conflict may arise. This conflict derives from preconceived ideas about what is expected of teachers when using ICT in their lessons, and how this may be alien to their most comfortable pedagogical practices applied in more traditional non-ICT class activities. Attitude theories and empirical evidence lead to an important research question: do the attitudes of the teachers towards ICT, and the types of ICT use, affect the roles they adopt and their pedagogical practices when persuaded to use ICT in the classroom? The paper will present evidence from previous research of the relationship between the types of ICT use, teachers' attitudes to using ICT and the effects on their pedagogical practices.

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Section: School Knowledge Subject Knowledgesupporting

confidence: 70%

Section: Factors Affecting the Integration Of Ict In The Classroommentioning

confidence: 99%

Section: Theories Of Pedagogymentioning

confidence: 99%

See 1 more Smart Citation

The Effects of Attitudes, Pedagogical Practices and Teachers’ Roles on the Incorporation of ICT into the School Curriculum

Cox¹

2003

Information and Communication Technology and the Teacher of the Future

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“…This indicates that previous experience of teaching has no significant influence on teaching performance of the student-teachers. However, some student-teachers may fall into the categories of people described as 'born teachers' who start from the outset to teach distinctively (Desforges, 1995;Bressoax, 1996).…”

Section: Discussionmentioning

confidence: 99%

Assessment of Teaching Performance of Student-teachers on Teaching Practice

Oluwatayo¹,

Adebule²

2012

IES

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The study assessed teaching performance of 222 student-teachers from the Faculty of Education, Ekiti State University, posted to various secondary schools in Ekiti State for a six-week teaching practice during 2010/2011 academic session. The sample included 119 males, 103 females, 78 (300-Level) and 144 (400-Level) students. Data were collected using Teaching Performance Assessment Form designed by the Faculty of Education, Ekiti State University and analysed using frequency counts, percentages, item-total correlations and t-test comparison, tested at 0.05 level of significance. Results showed satisfactory teaching performance of the student-teachers while gender and previous teaching experience had no significant influence on teaching performance of the student-teachers. It was recommended that supervisors (of teaching practice/raters) should be thoroughly trained on the use of assessment instrument for reliable measurement of student-teachers' teaching performance.

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“…It is a component of thinking and learning processes and cognitive development. (Aronson 1999, Desforges 1995, Wood 1998. Ross (1993) also argues that successful management of conflict should address fundamental sources of constructive conflict and these are the development of common interest of judging parties, as well as these parties' transformation, the interpretation of the needs and motives of each-other.…”

Section: Introductionmentioning

confidence: 99%