What mediates the classroom practices of an experienced teacher?

Abstract

Considering that developing a robust reasoning teaching is a lifelong process, in this study we analyzed the classroom practices and the reasoning teaching of a now experienced teacher who participated in Agnoletto & Dellagnelo’s (2017) study while still a novice teacher. To collect data for our study, we observed three of the participant’s classes and interviewed him after each observation. The participant also answered two semi-structured questionnaires inquiring into his use of textbooks teacher’s manuals and his perceptions of himself as a teacher. Our findings show that his practices are mediated by aspects of his scientific and everyday knowledge and that he has developed a more robust reasoning throughout his career. Despite these positive findings, he has not yet developed to his full potential as his scientific knowledge is not yet internalized and interwoven to his everyday knowledge.