Investigating Experienced ESL Teachers’ Pedagogical Knowledge

Abstract

This study investigated the hypothesis that it is possible to access the pattern of knowledge about teaching and learning (pedagogical knowledge) that experienced teachers utilize while they teach. This hypothesis was investigated through qualitative and quantitative analyses of verbal protocols obtained from teachers who simultaneously watched videotaped segments of themselves teaching and reported on thoughts they had as they taught these segments. Two sets of experienced teachers (N = 7) uniformly reported 20 to 21 categories of pedagogical thoughts that they claimed were in their minds while teaching. Of these, 7 to 8 were reported more frequently than others. The lists of predominant categories for both sets are headed by thoughts concerned with managing both the language the students hear and the language they produce (Language Management). Thoughts about students (Knowledge of Students), thoughts about ensuring the smooth transition of activities in the classroom (Procedure Check), and assessing student participation in and progress with the classroom tasks (Progress Review) were also among those that featured highly on both sets of teachers’ predominance lists. In terms of an approach in analyzing the thought processes of ESL teachers, the study suggests that a combination of qualitative and quantitative methods may be profitable.

Conocimiento pedagógico del contenido de investigación formativa en una licenciatura en Ciencias Sociales

“…El estudio pionero en indagar el CPC de docentes con experiencia, mediante categorías que reportan el razonamiento pedagógico fue diseñado como casos múltiples de nivel descriptivo y comparativo con docentes del área de inglés como segunda lengua (English as Second Language -ESL-) (Gatbonton, 1999;2008;Mullock, 2006). Ahora bien, una similitud con la presente investigación es que se corrobora la identificación de un grupo dominante de pensamientos pedagógicos, cuya frecuencia se puede demostrar y estimar a través de un inventario de las acciones que realizan los profesores de manera cotidiana en sus clases.…”

“…En cambio, para inferir los procesos de razonamiento que están asociados al pensamiento pedagógico y las dinámicas de interacción pedagógica que realiza la docente experta de investigación formativa se emplearon categorías del conocimiento pedagógico de profesores novatos y expertos propuestas inicialmente por Gatbonton (1999;2008), y ampliadas por Mullock (2006). Los investigadores Hutchings, & Shulman (1999) consideran que es posible acceder a patrones de pensamiento pedagógico sobre la enseñanza y el aprendizaje que los docentes de una misma asignatura, con diferentes niveles de formación y experiencia, demuestran en sus comportamientos durante clases, a partir de preguntas como: "¿Qué saben nuestros estudiantes y qué pueden hacer?…”

“…Fue empleada la observación no participante, con respaldo en una rúbrica de observación de dinámicas de interacción pedagógica, que está constituida por 21 categorías para estimar la frecuencia, los comportamientos de la docente experta y estudiantes de licenciatura durante las clases (Gatbonton, 1999;2008;Mullock, 2006). También, durante la entrevista semi-estructurada con la docente fue empleado el cuestionario denominado REPP (Loughram, Berry, & Mulhall, 2012), y posteriormente empleado con los estudiantes de licenciatura durante los grupos focales.…”

What Type of Feedback do Student Teachers Expect from their School Mentors during Practicum Experience? The Case of Spanish EFL Student Teachers

“…School mentors' feedback is essential in the practicum experience (Gutiérrez, 1996;Freeman & Johnson, 1998;Gatbonton, 1999;Smith & Ingersoll, 2004;Wright, 2010) in providing student teachers with constructive feedback focused on changing teaching behaviours as well as continuous positive reinforcement and ongoing encouragement. No doubt, mentors' supportive and constructive feedback is imperative for the professional preparation of candidate teachers since, otherwise, 'they would feel lost in their self reflections and evaluations of their teaching practices' (Pekkanli, 2011, p.600).…”

The Relationship between Finnish Student Teachers’ Practical Theories, Sources, and Teacher Education

“…Teachers use practical theories and personal beliefs as a framework to plan, interact and reflect on teaching (Cornett, 1990;Elbaz, 1983;Gatbonton, 1999;Marland & Osborne, 1990;Mitchell & Marland, 1989;Moallem, 1998). Buitink (2009, p.119) summarizes the essence of practical theory as follows: 'Practical theory is thus the fairly integrated sum total of experiential knowledge (as a person and as a teacher), academic or theoretical knowledge and knowledge acquired through interaction with others'.…”