2012-11-08

Understanding the theoretical framework of technological pedagogical content Teachers' pedagogical reasoning and reframing of practice in digital contexts.

This research using a mixed method methodology. Preservice chemistry teachers initially demonstrated limited Pedagogical Reasoning Shulman (1987) conceptualized the process of assimilating knowl-edge to enact practice as pedagogical reasoning. Pedagogical reason-ing is when teachers use various sources of knowledge to make choices about their actions and practices while teaching. Using the concept of pedagogical reasoning is important in two ways. We examined teachers' pedagogical reasoning for and the technological knowledge underlying their most-valued technology-supported activities for teaching and learning.

Pedagogical reasoning

The international journal of information and learning technology, 35 (2), 130-142. The findings show how teachers' pedagogical reasoning and TPACK development are interconnected and reciprocal aspects of the educational design process The purpose of this study is to advance the understanding of teachers' reframing of practice in digital contexts by analysing teachers' pedagogical reasoning It is also a prerequisite for the development of their pedagogical reasoning when it comes to the uses of literature and to the affordances and Sammanfattning: This study presents an analysis of preschool teachers' reasoning about pedagogical goals. Of specific interest is how teachers in a Swedish Paper 2 - From lesson plan to new comprehension: Exploring student teachers‟. pedagogical reasoning in learning about teaching……………………………… the pedagogical reasoning, habits of mind, critical reflection, knowledge, and skills that lead to the best classroom practices. Only when the voices of they merely acquire procedural pedagogical knowledge and fail to develop the pedagogical reasoning expected of them.

Teachers express their ways of working in the pedagogical practice as striving to develop children's skills and knowledge of different kinds. We find that the teachers express their pedagogical goals using a narrative approach, whereby different goals are often intertwined. From lesson plan to new comprehension: Exploring student teachers' pedagogical reasoning in learning about teaching.

In exploring the uncertainty inherent in navigating the swampy lowlands of practice, pedagogical reasoning – the scaffolding that supports the sophisticated business of professional practice –comes into sharp focus. Understanding pedagogical reasoning, how it develops and the manner in which it influences practice is important.

Theory & Research in Social Education: Vol. 35, No. 4, pp. 592-630. Teachers of course have different pedagogical strategies.

This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating problem situations

Shulman (1986; 2006) as theoretical, practical and moral knowledge for pedagogical reasoning. This study occurred in a clinical, instructional setting specifically designed to provide pre-service teachers with the environmental factors necessary to support the development of self-regulated instructional decision making. These factors included • Cultivating and sharing teachers' pedagogical reasoning for technology‐integrated lessons may increase teachers' awareness and support deeper justifications within their technological Connectivist Model of teacher pedagogical reasoning and action for the digital age (adapted from Shulman, 1987) Comprehension of subject (content knowledge) including; substantive knowledge (concepts and principles) and syntactic knowledge (subject methodologies).Enabling connectionspreparation for teaching (pedagogical content knowledge) including; selecting appropriate resources and methods EXPLORING PEDAGOGICAL REASONING: READING STRATEGY INSTRUCTION FROM TWO TEACHERS’ PERSPECTIVES Hua Li and Kim Hughes Wilhelm hualigz@126.com, kimhw@umac.mo Abstract _____ This study compares reading lessons given by two teachers in senior middle school classrooms on China’s mainland. While FISO focuses on school improvement, the new Pedagogical Model underpins teacher practice improvement, recognising the vital role teachers play in improving student outcomes. The Pedagogical Model, as a part of the Victorian Teaching and Learning Model (p. 7), Pedagogical definition is - of, relating to, or befitting a teacher or education.

Of specific interest is how teachers in a Swedish Paper 2 - From lesson plan to new comprehension: Exploring student teachers‟. pedagogical reasoning in learning about teaching……………………………… the pedagogical reasoning, habits of mind, critical reflection, knowledge, and skills that lead to the best classroom practices.
Interaktionsdesign utbildning

The praxis is also considered in relation to the expectations of the . Australian Professional Standards for Teachers (AITSL, 2011a), and the .

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Using pedagogical reasoning to explicate expert practice that aligns with national teaching standards Peopling educational policy: realising the new Australian English and mathematics curricula Numeracy@Home: Enhancing the capacity of parents to support the learning of their children

Shulman (1986; 2006) as theoretical, practical and moral knowledge for pedagogical reasoning. This study occurred in a clinical , A rational account of pedagogical reasoning: Teaching by, and learning from, examplesq. Patrick Shafto a,*. , Noah D. Goodman b, Thomas L. Griffiths c.