A methodology to investigate pre-service teachers' content-related instructional decisions and teaching actions

Daniel, Leah (2018) A methodology to investigate pre-service teachers' content-related instructional decisions and teaching actions. Asia-Pacific Journal of Teacher Education, 46 (5). pp. 478-494.

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Teacher educators need to better understand how pre-service teachers make decisions that lead them to enact particular content knowledge in their lessons. Lesson observations can be used to examine the content knowledge manifesting in teaching actions and stimulated recall interviews can offer insights into teaching decisions. However, methodological approaches are needed that use strategic combinations of data collection and analysis techniques to illuminate connections between teaching actions and decisions. This paper describes one such methodological approach that investigates (i) pre-service teachers’ content knowledge that manifests in their live teaching actions and (ii) the decisions that lie behind those actions including the influences on those decisions. The approach is illustrated using data from a study of secondary mathematics pre-service teachers. The paper concludes with a discussion of the analytical approach described and the potential for findings produced using this approach to inform the design of teacher education experiences.

Item ID: 56118
Item Type: Article (Research - C1)
ISSN: 1469-2945
Keywords: mathematics education; teacher decision making; content knowledge
Copyright Information: Copyright © 2018 Australian Teacher Education Association
Date Deposited: 14 Nov 2018 01:14
FoR Codes: 39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy @ 30%
39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences @ 70%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 100%
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