Pedagogical Reasoning in Teacher Education

2016 ◽  
pp. 387-421 ◽  
Author(s):  
John Loughran ◽  
Stephen Keast ◽  
Rebecca Cooper
Keyword(s):  
Teacher Education ◽  
Pedagogical Reasoning

An Interactional and Aligned Educational Design Framework to Support Teachers' Pedagogical Reasoning

2021 ◽  
pp. 516-533
Author(s):  
Jörgen Holmberg ◽  
Göran Fransson
Keyword(s):  
Teacher Education ◽  
Digital Technologies ◽  
Design Framework ◽  
Development Programs ◽  
Educational Design ◽  
Pedagogical Reasoning ◽  
Design Practices ◽  
Theoretical Design ◽  
Education And Development ◽  
Supporting Teachers

This chapter presents and problematizes a theoretical design framework for understanding and supporting teachers' pedagogical reasoning in online contexts. The framework synthesizes existing educational theories to illustrate how digital technologies can be used to create interactional and aligned educational designs and is therefore referred to as the IAED framework. The IAED framework can be used in teacher education and development programs, and by teachers, researchers, educational designers, and others. In the chapter, empirical examples and analysis are provided to illustrate and discuss how the IAED framework can be used to (1) support teachers' pedagogical reasoning and educational design practices, (2) evaluate existing educational designs and design practices, and (3) study educational designs and design practices, as well as (changes in) teachers' pedagogical reasoning.

Knowledge and Teaching:Foundations of the New Reform

1987 ◽  
Vol 57 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Lee Shulman
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Educational Reform ◽  
Special Issue ◽  
Pedagogical Reasoning ◽  
The Past ◽  
Teaching Reform ◽  
Growing Body ◽  
Current Reform ◽  
Research And Policy

Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching?In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated. This article was selected for the November 1986 special issue on "Teachers, Teaching,and Teacher Education," but appears here because of the exigencies of publishing.

scholarly journals The Knowledge Base for Language Teacher Education Revisited: A Review

2017 ◽  
Vol 4 (2) ◽  
pp. 27 ◽  
Author(s):  
Charles Ochieng' Ong'ondo
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
English Language ◽  
Review Literature ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Conceptual Foundation ◽  
Second Language Teaching ◽  
Language Teacher ◽  
Pedagogical Reasoning

The debate on the knowledge base for teacher education (TE) in general and language teacher education in particularhas been going on for while with no unanimity on what it should entail. In this paper, I review literature on the issueof the knowledge base, specifically on language teacher education (LTE). The key question guiding this review is:What is the conceptual foundation of the knowledge base for LTE? This suggests that the debate needs to considerpedagogical reasoning as a core pillar of the knowledge base for LTE. At the centre of the concept of pedagogicalreasoning is the need for language teachers to understand the relationships between principles and procedures oflanguage teaching. While this paper focuses on English language, I believe that the issues raised are relevant to anyother second language teaching contexts since the concept of pedagogical reasoning as a basis of the knowledge basefor LTE is not limited to English Language (EL) Contexts.

Online Continued Learning for All Educators

2019 ◽  
pp. 168-190
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Problem Based Learning ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Online Programs ◽  
Pedagogical Reasoning ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Continued Learning

The design and empirical support for the online TPACK learning trajectory emerged through a multi-year research process that provided a thorough, in-depth description of how the tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) support the scaffolding of systems pedagogical reasoning approach for integrating TPACK content of subject matter content, pedagogy, and technologies, thus modeling the knowledge teachers need for teaching with technology. The learning, involving a research-based trajectory and framed within a social metacognitive constructivist lens, engaged inservice teachers in knowledge-building communities using inquiry-based, problem-based learning, guiding them in reframing their knowledge for designing student-directed, problem-based learning with the integration of technologies. Limitations and future research extended the understanding of TPACK through online teacher education continued learning in graduate programs and other professional development programs designed to support teachers in rethinking and reframing their knowledge for teaching with technologies. Guided active participation and systems pedagogical reasoning provided key ideas for engaging the online TPACK learning trajectory to guide the thinking about and implementing online teacher education professional development. Multiple factors framed the thinking about future designs for these online programs aimed at transforming inservice teachers' TPACK. Future challenges include whether and how online programs might be designed for developing all teachers' TPACK transformations – preservice, inservice, and higher education faculty.

scholarly journals From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education

2020 ◽  
Vol 89 ◽  
pp. 102991 ◽  
Author(s):  
Sarah Schneider Kavanagh ◽  
Jenni Conrad ◽  
Sarah Dagogo-Jack
Keyword(s):  
Teacher Education ◽  
Pedagogical Reasoning

A Case Study in Japanese Teacher Education

PsycCRITIQUES ◽  
2005 ◽  
Vol 50 (9) ◽  
Author(s):  
Lowell Brubaker
Keyword(s):  
Teacher Education
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