Pedagogical Reasoning in Teacher Education

Loughran, John; Keast, Stephen; Cooper, Rebecca

doi:10.1007/978-981-10-0366-0_10

Cited by 48 publications

(21 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The research on the critical use of technology for teaching is supported by the concept of teacher agency through pedagogical decisions in primary teacher education (Loughran, Keast & Cooper, 2016). This is consistent with the studies examining teachers' decisions at the intersection of technological, pedagogical, and substantive knowledge in the TPaCK model .…”

Section: Discussionsupporting

confidence: 74%

Modernization of Education Programs and Formation of Digital Competences of Future Primary School Teachers

Melash¹,

Molodychenko²,

Huz'³

et al. 2020

IJHE

View full text Add to dashboard Cite

Modernization of education programs is carried out through the digital technologies integration into the education system, in particular, into the primary education system. This leads to the integration of courses and disciplines into curricula for the development of digital competences of future primary school teachers. The purpose of the investigation was to study the features of modernization of education programs in order to form digital competences of future primary school teachers. 48 scientific publications have been examined, studied and systematized, where the integration of disciplines for the study of digital competences into the educational process of teaching future teachers is considered; consequently, three dimensions of modernization of curricula have been investigated. The first one concerns the development of general digital competences, the second one - the competence to integrate technology into educational practice, the third one - professional digital competence. It has been revealed that general digital competences are consistent with the context of the education system. Competence to integrate technologies into teaching practice focuses on the context of integration, preparing future teachers for the opportunity to use technology in future teaching of pupils, critically assess the use and teach children, using digital devices in education process. The academic paper proposes the concept of professional digital competence as the ability of a teacher to work in the context of a school education system with a digital form of education, including the process of teaching, managing digital learning environments and professional activities of a teacher. Further research should additionally explore professional digital competence in the framework of primary teacher education.

show abstract

Section: Discussionsupporting

confidence: 74%

Modernization of Education Programs and Formation of Digital Competences of Future Primary School Teachers

Melash¹,

Molodychenko²,

Huz'³

et al. 2020

IJHE

View full text Add to dashboard Cite

show abstract

“…As widely reported in the literature, ITE has a great influence on teachers' technology integration practices even in the long run (Agyei & Voogt, 2011; Baran & Uygun, 2016;Ertmer & Ottenbreit-Leftwich, 2010;Farjon, Smits, & Voogt, 2019;Tondeur et al, 2016Tondeur et al, , 2017. Thus, it is essential to continuously revise ITE's offer in the attempt to equip student-teachers with the knowledge, attitudes, and abilities they will need to professionally reason for efficient acts of pedagogy (Loughran et al, 2016;Shulman, 1987). The findings emerging from the present research would suggest ITEs to give more serious attention to explicitly foster student-teachers' PR for technology integration, especially when engaging them in design tasks.…”

Section: Discussionmentioning

confidence: 99%

“…Although there is no unified theoretical model to understand this decisional process (Niederhauser & Lindstrom, 2018), the most accredited framework to this day goes back to 1987, with Shulman's Model for Pedagogical Reasoning and Action -MPR&A (Shulman, 1987; see also Loughran, Keast, & Cooper, 2016). He would mention several stages of such cognitive process which a skilful practitioner should be able to discuss (Shulman, 1987).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Student teachers’ pedagogical reasoning in TPCK-based design tasks. A multiple case study

Trevisan

Rossi

2020

Qwerty

View full text Add to dashboard Cite

Teachers' professional expertise cannot ignore anymore a technological component to it. Technology is nowadays accessible more and more widely, but it does not automatically translate into learning improvement. It is crucial to understand how educators give meaning to technology integration in their practices, i.e. investigate teachers' professional reasoning. The paper reports on part of a wider study on Initial Teacher Education (ITE) institutions' capability to engage student-teachers' reasoning. Within the broader multiple case study across Europe, the paper reports on data emerging from document analysis and focused interviews with pre-service teachers (N tot 36). The findings suggest an activation of reasoning whose roots might find place outside ITE influence, encouraging further research.

show abstract

“…For many educators around the world, research-based lessons are the key to analyzing and understanding what actually happens in the classroom. These lessons require professional knowledge to face the complexity of classroom practice (Hobson et al, 2009;Loughran, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

International experience in organization of teaching practice in teacher training and some recommendations

Chongmouayang¹,

Bui

2020

VJE

View full text Add to dashboard Cite

Given the strict guideline and significant innovation from the Laos Government, there are certain limitations in teacher training in Laos. This paper focuses on selected internationally published works on training teaching skills for prospective teachers (pre-service teachers) with document analysis method on articles and books of authors outside Laos. Subsequently, some recommendations to help innovate the pre-service teacher training process in Laos would be proposed in order to contribute to the development of teachers’ pedagogical competencies. It is suggested that the time allowance for pedagogical practice in high schools with the guidance of expert teachers, possibly through lesson planning and micro-teaching be increased. It is also necessary to pay more attention to equip teacher trainees with skills in using information technology and software in teaching (in particular pre-service mathematics teachers).

show abstract

Pedagogical Reasoning in Teacher Education

Cited by 48 publications

References 55 publications

Modernization of Education Programs and Formation of Digital Competences of Future Primary School Teachers

Modernization of Education Programs and Formation of Digital Competences of Future Primary School Teachers

Student teachers’ pedagogical reasoning in TPCK-based design tasks. A multiple case study

International experience in organization of teaching practice in teacher training and some recommendations

Contact Info

Product

Resources

About