Towards an articulation of expert classroom practice

Ainley, Janet; Luntley, Michael

doi:10.1016/j.tate.2006.09.002

Cited by 36 publications

(40 citation statements)

References 15 publications

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“…To our knowledge, this approach has not been used in these kinds of studies. The purpose of this data-collection method was to capture the view of the teacher, a perspective previously proposed (but not employed) by Ainley and Luntley (2007). When we used the video captured by the head-mounted camera in the stimulated recall interview, the teacher was given the opportunity to recall the specific situation.…”

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confidence: 99%

“…When we used the video captured by the head-mounted camera in the stimulated recall interview, the teacher was given the opportunity to recall the specific situation. By offering the interviewee a similar experience 10 from the same angle as when he actually experienced the situation, we believe that this directly stimulates pattern matching in the teacher's implicit memory system.Shortly after the excursion, the researchers identified interesting episodes in the collected data (Ainley & Luntley, 2007). Shorter episodes were selected and fully transcribed.…”

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confidence: 99%

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Seeing the Wood for the Trees: Applying the dual-memory system model to investigate expert teachers' observational skills in natural ecological learning environments

Stolpe

Björklund

2012

International Journal of Science Education

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To cite this version:Karin Stolpe, Lars Björklund. Seeing the wood for the trees: Applying the dual memory system model to investigate expert teachers' observational skills in natural ecological learning environments. International Journal of Science Education, Taylor This study aims to investigate two expert ecology teachers' ability to attend to essential details in a complex environment during a field excursion, as well as how they teach this ability to their students. In applying a cognitive dual memory system model for learning we also suggest a rationale for their behaviour. The model implies two separate memory systems:the implicit, non-conscious, non-declarative system and the explicit, conscious and declarative system, respectively. This model provided the starting point for the research design. However, it was revised from the empirical findings supported by new theoretical insights. The teachers were video and audio recorded during their excursion and interviewed in a stimulated recall setting afterwards. The data was qualitatively analysed using the dual memory system model.The results show that the teachers used holistic pattern recognition in their own identification of natural objects. However, teachers' main strategy to teach this ability is to give the students explicit rules or specific characteristics. According to the dual memory system model the holistic pattern recognition is processed in the implicit memory system as an unconscious match with earlier experienced situations. We suggest that this implicit pattern matching serves as an explanation for teachers' ecological and teaching observational skills. Another function of the implicit memory system is its ability to control automatic behaviour and nonconscious decision-making. The teachers offer the students firsthand sensory experiences which provide a prerequisite for the formation of implicit memories that provides a foundation for expertise. IntroductionThe purpose of the present study is to describe and suggest a rationale of expert ecology teachers' ability to attend to essential details in a complex natural environment as well as how 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 F o r P e e r R e v i e w O n l y 2 they teach this ability to their students. This ability is referred to in this paper as observational skill.Natural environments, such as forests, consist of many features on different levels of scale. A typical forest is composed of plants, trees, flowers, animals and other objects.However, the forest as such, is not possible to recognize only by looking at the different constituents, for example the trees. Rather, we need to observe the forest as a "whole". In fact, research has shown that humans are able to categorize natural scenes rapidly, using what are known as "global properties" (Greene & Oliva, 2009). For example, humans are able ...

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confidence: 99%

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confidence: 99%

Seeing the Wood for the Trees: Applying the dual-memory system model to investigate expert teachers' observational skills in natural ecological learning environments

Stolpe

Björklund

2012

International Journal of Science Education

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“…Nevertheless, experts are often unable to verbalize how they knew what to do (the 'know how' , Bjorklund 2008), meaning that they know more than they can recount (Polanyi 1966). Experienced teachers hold implicit knowledge and views that usually enable them to function automatically (Stolpe and Bjorklund 2012;Ainley and Luntley 2006). Much of teachers' activities in the classroom are patterns of behavior that they can invoke and perform without any conscious effort.…”

Section: Exploring Implicit Viewsmentioning

confidence: 99%

“…An examination of the relationships between teachers' PCK and CK should also take into account that teachers' knowledge is comprised of both explicit and implicit components (Ainley and Luntley 2006;Loughran et al 2001). While many studies have explored teachers' explicit PCK (e.g., Schmelzing et al 2013), little attention has been paid to teachers' implicit views of PCK, CK, and the relationships between them (Rozenszajn and Yarden 2014a).…”

Section: Introductionmentioning

confidence: 99%

Mathematics and biology teachers’ tacit views of the knowledge required for teaching: varying relationships between CK and PCK

Rozenszajn

Yarden

2014

IJ STEM Ed

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Background: The knowledge that is required for teaching includes subject matter content knowledge (CK) and pedagogical content knowledge (PCK). Although CK and PCK are distinct components of the teachers' knowledge, the distinction between those two components and the relationships between them are still underexplored. In a previous study, we showed that biology teachers that participated in a long-term professional development program view CK as an important component of the knowledge required for teaching biology, yet they see it as distinct from PCK. We wondered what are the views of mathematics teachers, who participate in a similar program, on the knowledge that is required for teaching and on the relationships between CK and PCK. In addition, we compared the participating mathematics and biology teachers' tacit views of the knowledge required for teaching and on the relationships between CK and PCK. Results: We used the Repertory Grid Technique (RGT) as well as semi-structured interviews and a focus group, to elicit mathematics (n =13) and biology (n =16) teachers' tacit views about the knowledge that is required for teaching. The results show that both mathematics and biology teachers view CK as a significant component of their teaching practice. However, whereas mathematics teachers tend to view CK and PCK as related entities, biology teachers tend to view them as separate. Conclusions:The main contribution of this study is in exposing that teachers from different disciplines may view differently the importance of high-level CK to their practice. The differences among the participating mathematics and biology teachers' tacit views of the relationships between CK and PCK may aid in the design of professional development programs for mathematics and biology teachers. It is important to draw attention to the ability to recognize the tacit relationships between CK and PCK and to articulate these relationships in planning professional development programs.

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“…V současné době máme již dostatek výzkumně podložených důkazů o tom, že "snahy definovat znalostní základnu učitelů ve smyslu znalostí oboru a znalostí obecně a oborově didaktických mohou sice vyústit v nástroje pro analýzu konkrétních aspektů praxe, avšak dostatečně nevysvětlují, co učitelé potřebují k tomu, aby mohli efektivně fungovat ve třídě" (Ainley & Luntley, 2007, s. 1127). …”

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Efektivní učitelé a jejich vášnivé zaujetí kvalitou

Day¹

2018

Orbis Scholae

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Abstrakt: V tomto textu chceme poukázat na to, že v době masového vzdělá-vání, v prostředí rostoucí ekonomické konkurence a tváří v tvář vlivům, které narušují harmonii a tradiční uspořádání společnosti, je mimořádně důležité zajistit vysokou kvalitu učitelů ve školách. Chceme také upozornit na to, že kvalita souvisí nejen se znalostmi a dovednostmi, které se mohou rozvinout v průběhu učitelské přípravy a zdokonalovat v průběhu učitelské kariéry, ale také s váš-nivým zaujetím, které nejlepší učitelé a vzdělavatelé učitelů vnášejí do své práce. Učitelé a jejich vzdělavatelé však pracují ve stále rychleji se měnících podmínkách, které vyvolávají nové úvahy o tom, jaká je role a zodpovědnost učitele, jaké jsou jeho praktiky a k čemu se vztahuje jeho smysl pro profesionalizmus. Tyto změny podmínek jsou důsledkem státních intervencí, jež si kladou za cíl zvýšit efektivitu systému a mají za úkol reagovat na rozmanité požadavky rostoucí socioekonomické konkurence v měnícím se světě práce, sílícího zaujetí materiálním bohatstvím a nedostatku zájmu o jiné druhy bohatství. V poslední době se často volá po tom, aby se učitelé a pedagogové zaměřo-vali nejen na školní prospěch žáků, ale také na jejich prospěch celkový − opět jako reakce na obavy zaznívající z vládních kruhů, jež souvisejí se vztahy, očekáváními a aspiracemi ve společnosti, v níž se pouta, která lidi pojila v pomyslné síti sociálních závazků, začínají uvolňovat. Mezi dopady, jež tyto obrovské změny mají na učitele a jejich vzdělavatele, patří sílící pocit zranitelnosti a také narušení vášnivého zaujetí, které pro svou práci cítí. První část této studie bude proto věnována vztahu mezi vášnivým zaujetím a kvalitou učitele. V druhé části pojednáme o třech kvalitách dobrého a efektivního učitele. Ve třetí, závěrečné části naznačíme, co vyplývá z výzkumu ohledně vlivů na kvalitu učitele a předložíme několik námětů pro ty, již se zabývají jejich přípravným a dalším vzděláváním a profesním rozvojem. Klíčová slova: vyučování, kvalitní učitelé, vzdělávání učitelů, vášnivé zaujetí pro vyučování A Passion for Quality: Teachers Who Make A DifferenceAbstract: This paper will suggest that in an age of mass education, increasing economic competition and challenges to the harmony and traditional social fabric of life, ensuring the high quality of teachers in schools is of paramount importance. It will suggest that quality is related not only to the knowledge and skills which may be developed during training and improved during the course of a career, but also to the passion which the best teachers and teacher educators bring to their work. both, however, are working in the context of accelerating changes which challenge teachers' traditional roles, responsibilities, practices and a sense of professionalism. These changes are being shaped by government interventionalist policies, so-called 'performativity' agendas which are designed to respond to the diverse challenges of increased social economic competition in changing worlds of work, a growing preoccupation with material w...

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Towards an articulation of expert classroom practice

Cited by 36 publications

References 15 publications

Seeing the Wood for the Trees: Applying the dual-memory system model to investigate expert teachers' observational skills in natural ecological learning environments

Seeing the Wood for the Trees: Applying the dual-memory system model to investigate expert teachers' observational skills in natural ecological learning environments

Mathematics and biology teachers’ tacit views of the knowledge required for teaching: varying relationships between CK and PCK

Efektivní učitelé a jejich vášnivé zaujetí kvalitou

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