Reconstructing choice, reason and disposition in teachers’ practical theories of teaching (PTs)

Tiilikainen, Mikko; Toom, Auli; Lepola, Janne; Husu, Jukka

doi:10.1016/j.tate.2018.12.011

Cited by 14 publications

(13 citation statements)

References 48 publications

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“…Both pre-service teachers also demonstrated more sensitivity to the same or related issue in the second practicum, such as Maggie's alertness to passive learning and Winnie's alertness to the students' needs. This was in line with the claim that dispositions included the habits of mind (Schussler et al, 2010;Tiilikainen et al, 2019).…”

Section: The Change Of Teachers' Dispositions Over Their Professional...supporting

confidence: 87%

“…Winnie’s agency changed from using probing questions to using peer support and was further enhanced in the second practicum with self-created teaching resources based on her sensitivity to students’ learning needs. This echoed that teachers’ agency is closely intertwined with their sensitivity and alertness to students and context (Tiilikainen et al, 2019) and driven towards some deliberate outcomes (Carroll, 2012; Tiilikainen et al, 2019). Both pre-service teachers’ agentic actions in the second practicum were more goal-oriented and more transformative in changing the students’ manner of learning.…”

Section: Discussionmentioning

confidence: 99%

“…Drawing on this, some research views a teacher’s dispositions as a habit of mind (Altan & Lane, 2018; Mandinach & Gummer, 2016) formed from life experiences. Second, another important aspect of teacher dispositions is the intention of purposeful actions (Freeman, 2007; Tiilikainen et al, 2019), which is interlinked with agency, as one key element, along with value and strategy (Carroll, 2012; Freeman, 2007). Specifically, Edwards and D’Arcy (2004) linked a teacher’s dispositions with their agency in seeking support and argued that teachers need to expand the object of their enquiries and develop dispositions to engage students.…”

Section: The Conceptualizations Of Teacher Dispositionsmentioning

confidence: 99%

“…Specifically, Edwards and D’Arcy (2004) linked a teacher’s dispositions with their agency in seeking support and argued that teachers need to expand the object of their enquiries and develop dispositions to engage students. The third aspect is sensitivity to the situation (Schussler et al, 2010; Tiilikainen et al, 2019). Although there is a common agreement on the importance of teacher dispositions, research in this area remains sparse and needs a more integrative conceptual framework (Fonseca-Chacana, 2019).…”

Section: The Conceptualizations Of Teacher Dispositionsmentioning

confidence: 99%

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A sociocultural framework for exploring pre-service teacher dispositions: the role of experience and situation (Un enfoque sociocultural para el estudio de las tendencias de los profesores en prácticas: el papel de la experiencia y la situación)

Yang

Markauskaitė

2023

Culture and Education

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Teacher dispositions are important to teacher education. Although research recognizes the importance of context and experience in shaping pre-service teachers' dispositions, the relationship between them and dispositions needs to be conceptualized and elucidated. This paper draws on Vygotsky's concept of perezhivanie to develop an integrative framework for analysing the development of teachers' dispositions within social situations. It illustrates the value of this framework by showing how pre-service teachers' dispositions have been changing in relation to different contexts of practical teaching experience. Data included individual interviews, reflection journals and teaching resources from 11 preservice teachers during two practicums. The detailed cases of two pre-service teachers are used to illustrate how the main elements of their dispositions -sensitivity, agency and inclination -are mediated by their perezhivanie and interact with each other and specific social situations. RESUMENLas tendencias de los profesores son importantes en la educación de los maestros. Aunque las investigaciones previas reconocen la importancia del contexto y la experiencia, y su impacto sobre las tendencias de los profesores en prácticas, la relación entre estos y las tendencias requiere un mayor esfuerzo de conceptualización y clarificación. El presente artículo se apoya sobre el concepto vygotskiano de perezhivanie para desarrollar un marco integrador para el análisis del desarrollo de las tendencias de los profesores dentro de situaciones sociales. En este trabajo se muestra cómo cambian las tendencias de los profesores en prácticas en relación con los distintos contextos de experiencia práctica en la enseñanza, confirmando la relevancia del marco integrador que ARTICLE HISTORY

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Section: The Change Of Teachers' Dispositions Over Their Professional...supporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: The Conceptualizations Of Teacher Dispositionsmentioning

confidence: 99%

Section: The Conceptualizations Of Teacher Dispositionsmentioning

confidence: 99%

See 2 more Smart Citations

A sociocultural framework for exploring pre-service teacher dispositions: the role of experience and situation (Un enfoque sociocultural para el estudio de las tendencias de los profesores en prácticas: el papel de la experiencia y la situación)

Yang

Markauskaitė

2023

Culture and Education

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“…Previous research on pedagogical reasoning has particularly focused on the role of teachers' individual experience-based knowledge and beliefs (Cornett, Yeotis, & Terwilliger, 1990;Kettle & Sellars, 1996;Levin & He, 2008;Levin, He, & Allen, 2013;Tiilikainen, Toom, Lepola, & Husu, 2019). Less is known about the use of content-related knowledge, such as CK and PCK, during pedagogical reasoning.…”

Section: Introductionmentioning

confidence: 99%

Novice and Expert Teachers’ Content-Related Pedagogical Reasoning

Pilous¹,

Leuders²

2023

Research in Subject-Matter Teaching and Learning (RISTAL)

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In this exploratory study, we seek to contrast the content-related pedagogical reasoning shown by prospective and experienced teachers – i.e., their reasoning for or against the use of subject-matter representations that draw on content knowledge or pedagogical content knowledge. We conducted think-aloud interviews with seven prospective teachers and seven experienced teachers based on a situation of planning to teach with a specific task. The teachers’ pedagogical reasoning was analysed by means of content analysis. The data showed that expert teachers engage substantially more in content-related pedagogical reasoning than novices. In particular, expert teachers’ reasoning is predominantly based on their knowledge of content and students and on curricular knowledge.

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How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective

Valtonen

Hoang

Sointu

et al. 2021

Computers in Human Behavior

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Reconstructing choice, reason and disposition in teachers’ practical theories of teaching (PTs)

Cited by 14 publications

References 48 publications

A sociocultural framework for exploring pre-service teacher dispositions: the role of experience and situation (Un enfoque sociocultural para el estudio de las tendencias de los profesores en prácticas: el papel de la experiencia y la situación)

A sociocultural framework for exploring pre-service teacher dispositions: the role of experience and situation (Un enfoque sociocultural para el estudio de las tendencias de los profesores en prácticas: el papel de la experiencia y la situación)

Novice and Expert Teachers’ Content-Related Pedagogical Reasoning

How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective

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