Teacher Thinking about Curriculum and Instruction: A Case Study of a Secondary Social Studies Teacher

Cornett, Jeffrey W.

doi:10.1080/00933104.1990.10505617

Cited by 65 publications

(47 citation statements)

References 12 publications

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“…Thus, practical theory is not the opposite of theoretical knowledge, but instead teachers' practical theories encompass a great deal of theoretical knowledge, which is adapted to relevant teaching situations (Pitkäniemi, 2010). Teachers use practical theories as a framework to plan, interact, and reflect on teaching (Cornett, 1990;Marland & Osborne, 1990), and they can also be considered as pedagogical beliefs , which strongly affect teaching (see also Chant, 2002). In this study, we define personal practical theories as pedagogical beliefs that guide teachers' classroom actions.…”

Section: Personal Practical Theoriesmentioning

confidence: 99%

Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience

Maaranen

Stenberg

2017

Reflective Practice

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This research focused on personal practical theories of Finnish student teachers, on how they argued for them and what they contained, and the data was analysed using Korthagen's "onion" model of reflection (e.g. 2004). The framework of this research consists of reflection and personal practical theories. Personal practical theories are viewed as important for a teacher's identity: they guide the teacher's work, action and reactions before, during and after a teaching event. Reflecting on teaching, then again, has been one of the most significant issues and focus of numerous studies for several decades. This is a case study of six elementary school student teachers, who had constructed their PPTs before the practicum. We examined their reflections using the

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Section: Personal Practical Theoriesmentioning

confidence: 99%

Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience

Maaranen

Stenberg

2017

Reflective Practice

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“…Na maioria dos estudos, apenas parecem ser consideradas as mudanças do tipo substituição de crenças (ou seja, quando o professor passa da crença A à crença B). Na interpretação da reflexão conceitual de Leuchter (2009) KUNTER, 2006;BORKO;PUTNAM, 1996;CALDERHEAD, 1996;CONNERS, 1978;CORNETT, 1990;FREEMAN, 1991;GASTAGER, 2003;DEIJKERS, 2003;HARITOS, 2004;LAMPERT, 1986;LEUCHTER, 2009;MARLAND, 1977;SARDO-BROWN, 1990;SINATRA;KARDASH, 2004;TOMANEK, 1994;WAGNER, 2003;CRAHAY, 2012; WANLIN; LAFONTAINE; CRAHAY, submetido para publicação; WINDSCHITL, 2002;WOOLFOLK HOY et al, 2006;YILDIRIM, 2003). Essas contradições seriam uma das características mais importantes das cognições baseadas na experiência e não perturbariam de maneira nenhuma o agir profissional dos professores (LEUCHTER, 2009).…”

Section: Conclusão: a Evolução Das Crenças Processos Múltiplosunclassified

Funções, estruturação e evolução das crenças (e conhecimentos) dos professores

Crahay¹,

Wanlin²,

Issaïeva³

et al. 2017

CadCenpec

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<p>Sintetizando as principais contribuições dos estudos sobre as crenças e os conhecimentos dos professores, este artigo aborda uma das problemáticas ligadas à formação docente: as crenças e conhecimentos dos professores evoluem? De que maneira? Em quais condições? Para responder a essas perguntas, apresentamos diversas correntes de pesquisa: as que tratam das mudanças ditas “naturais”; aquelas sobre as fases de desenvolvimento do docente; os estudos que verificam os efeitos dos programas de formação de professores; as pesquisas que evidenciam o desenvolvimento da equipe, além dos estudos sobre as crenças dos professores iniciantes. Após a apresentação das pesquisas existentes, discutimos a constatação da dificuldade da evolução das crenças dos professores, levantando várias hipóteses para explicar a impermeabilidade relativa dessas crenças aos processos formativos.</p>

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“…Ainsi, nombre de recherches ont montré qu'à l'intérieur des réflexions des enseignants, des convictions contradictoires peuvent coexister et avoir des importances ou des désirabilités égales (Baumert & Kunter, 2006 ;Borko & R. T. Putnam, 1996 ;Calderhead, 1996 ;Conners, 1978 ;Cornett, 1990 ;Freeman, 1991 ;Gastager, 2003 ;Halkes & Deijkers, 2003 ;Haritos, 2004 ;Lampert, 1986 ;Leuchter, 2009 ;Marland, 1977 ;Sardo-Brown, 1990 ;Sinatra & Kardash, 2004 ;Tomanek, 1994 ;Wagner, 2003 ;Windschitl, 2002 ;Woolfolk Hoy et al, 2006 ;Yildirim, 2003). Par exemple, tiraillés entre leurs croyances qu'un bon enseignement stimule les apprentissages et la participation de tous les élèves et que les leçons nécessitent un rythme soutenu, les enseignants doivent choisir de favoriser l'une de ces conceptions les amenant parfois à devoir mettre en place des stratégies compensatoires sur lesquelles nous reviendrons plus bas.…”

Section: Des Croyances Contradictoires à éQuilibrerunclassified

La pensée des enseignants pendant l’interaction en classe. Une revue de la littérature anglophone

Wanlin¹,

Crahay²

2012

educationdidactique

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VariaLa pensée des enseignants pendant l'interaction en classe. Une revue de la littérature anglophone Ce document est un fac-similé de l'édition imprimée. Tous droits réservés Philippe Wanlin & Marcel Crahay9 Résumé : Ce texte se penche sur la manière dont les chercheurs ont schématisé la pensée interactive des enseignants, sur les éléments auxquels ils pensent quand ils donnent leurs cours et sur les facteurs qui influencent cette réflexion. L'étude de ces éléments de réflexion et des facteurs qui les influencent aboutit quasi inévitablement sur la notion de dilemme qui devient le noyau dur des processus de pensée des enseignants lorsqu'ils enseignent. Ce texte débouche notamment sur une typologie des dilemmes auxquels les enseignants sont confrontés lors de l'interaction en classe. Enfin, il présente une proposition d'organisation des constats de recherche du paradigme du teacher thinking pouvant être considéré comme une heuristique permettant de structurer cette littérature.

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Teacher Thinking about Curriculum and Instruction: A Case Study of a Secondary Social Studies Teacher

Cited by 65 publications

References 12 publications

Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience

Portraying reflection: the contents of student teachers’ reflection on personal practical theories and practicum experience

Funções, estruturação e evolução das crenças (e conhecimentos) dos professores

La pensée des enseignants pendant l’interaction en classe. Une revue de la littérature anglophone

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