Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers

This study aims to describe the knowledge of physics teachers about the management of physics laboratories in SMP and SMA Negeri Bengkulu City. This ex-post facto descriptive study used a sample taken with a total sampling method to all physics teachers in SMP and SMA Negeri Bengkulu City. Data were collected using test instruments. The results of this study indicate that the junior high school physics teacher's knowledge about laboratory management is in the sufficient category indicated by the frequency of 35 respondents (64.8%) and the high school physics teacher's knowledge about laboratory management is also in the sufficient category indicated by the frequency of 22 respondents (84.6%). ). Knowledge based on teaching status, either not certified or certified or knowledge based on teaching experience, is in the sufficient category. Meanwhile, knowledge based on the aspects of factual knowledge, conceptual knowledge, procedural knowledge, and metacognition knowledge, the majority of respondents were in the sufficient category. The conclusion from this research is that the knowledge of physics teachers about physics laboratory management in SMP and SMA Negeri Bengkulu city is sufficient.

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Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.893 ◽

2020 ◽

Vol 10 (2) ◽

pp. 9-25

Author(s):

Luka Vinko ◽

Seamus Delaney ◽

Iztok Devetak

Keyword(s):

Quantitative Research ◽

Teaching Experience ◽

Research Approach ◽

Online Questionnaire ◽

Educational Approach ◽

Knowledge Based ◽

Chemical Concepts ◽

And Performance ◽

The Impact

Chemistry is an experimental discipline that uses experimentation as one of its most important research methods. Laboratory work and other practical work are therefore also essential in chemistry lessons. Chemistry demonstrations are used by teachers as an educational approach that can increase students’ interest in chemistry and motivate them to learn chemical concepts with understanding. However, if the students are actively involved in the chemistry demonstration, it can be just as effective as or even more effective than students’ learning through experiments. The purpose of this research is to examine teachers’ opinions about the impact of chemistry demonstrations on students’ interest and chemistry knowledge. Based on a quantitative research approach, 81 primary and secondary school teachers from different regions of Slovenia participated in this study. Participating teachers completed an online questionnaire on their perceptions of the impact of chemistry demonstrations on students’ interest and performance in chemistry classes and on the quality of students’ knowledge of chemistry. The results show that regardless of the years of teaching experience and the frequency of performing chemistry demonstrations, the participating teachers consider such demonstrations to have a positive effect on the motivation and performance of the students in chemistry and on the quality of the students’ knowledge of chemistry.

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LEARNING TO NOTICE: PROFESSIONAL VISION AND CHALLENGING BEHAVIOUR IN THE CLASSROOM

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2018vol1.3163 ◽

2018 ◽

Vol 7 ◽

pp. 251-260

Author(s):

Lenka Sokolová

Keyword(s):

Student Teachers ◽

Disruptive Behaviour ◽

Professional Vision ◽

Qualitative And Quantitative ◽

Knowledge Based ◽

Three Phase ◽

Disciplinary Problems ◽

Taking Action ◽

Teaching Time ◽

Intuitive Interpretation

Based on the Talis study teachers spend about 13% of their teaching time keeping order in the classroom and solving disciplinary problems. Especially student and novice teachers often report tension and anxiety related to the misbehaviour, disruptive behaviour, and challenging classroom situations. When teachers need to cope with a challenging incident in the classroom they usually go through a three-phase process comprising a) identification of a situation (selective attention), b) interpretation of a scene (using either knowledge-based reasoning or implicit, intuitive interpretation) and c) intervention (taking action). This study aims to investigate the development of professional vision related to challenging situations in the classroom among student teachers. 40 junior (bachelor) and 40 senior (master) student teachers were watching a classroom video with the example of disruptive behaviour. Then they wrote short scripts describing the situation. Their answers were analysed in the context of identification, interpretation and intervention model. Both qualitative and quantitative differences were found between the groups. Implications for further research and teacher training are discussed.

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The knowledge-based reasoning of physical education teachers

European Physical Education Review ◽

10.1177/1356336x15624245 ◽

2016 ◽

Vol 23 (1) ◽

pp. 3-24 ◽

Cited By ~ 8

Author(s):

Sabine Reuker

Keyword(s):

Physical Education ◽

Student Teachers ◽

Qualitative Content Analysis ◽

Teaching Experience ◽

Physical Education Teacher Education ◽

Pedagogical Expertise ◽

Knowledge Based ◽

Knowledge And Beliefs ◽

High Level ◽

Specific Expertise

The study addresses professional vision, including the abilities of selective attention and knowledge-based reasoning. This article focuses on the latter ability. Groups with different sport-specific and pedagogical expertise ( n = 60) were compared according to their observation and interpretation of sport activities in a four-field design. The first group (novice) was composed of student teachers who had their university studies and who were characterised by low sport-specific and low pedagogical expertise. The second group (athlete) comprised athletes with high sport-specific expertise determined by league affiliation. The third group (teacher) included teachers with high pedagogical expertise based on teaching experience and further pedagogical criteria. The fourth group (expert) consisted of teachers with high pedagogical expertise, who, in addition, played and coached basketball at a high level (high sport-specific expertise). Observational data were obtained from physical education classes. The participants’ comments were recorded in a guided interview and analysed based on qualitative content analysis. The results were exported for further statistical analysis. The findings reveal general and specific differences in knowledge-based reasoning and identify different types of knowledge and beliefs used in this process. The implications for physical education teacher education programmes using video-supported reflection are discussed in light of the results.

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Professional vision of future English language teachers: subject-specific noticing and knowledge-based reasoning

e-Pedagogium ◽

10.5507/epd.2017.023 ◽

2017 ◽

Vol 17 (2) ◽

pp. 38-49 ◽

Cited By ~ 1

Author(s):

Klára Uličná

Keyword(s):

English Language ◽

Language Teachers ◽

Professional Vision ◽

Knowledge Based ◽

Subject Specific ◽

English Language Teachers

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The Components of the Child-care Teachers’ Professional Vision Through the Video-based Learning Community: Focusing on Selective Attention and Knowledge-based Reasoning

Korean Journal of Child Education and Care ◽

10.21213/kjcec.2019.19.1.27 ◽

2019 ◽

Vol 19 (1) ◽

pp. 27-43

Author(s):

Soo Jung Kim ◽

Young Shin Lee ◽

Min Joo Lee

Keyword(s):

Child Care ◽

Selective Attention ◽

Learning Community ◽

Professional Vision ◽

Knowledge Based ◽

Video Based Learning

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Is the Personal Always Political?

Journal of Individual Differences ◽

10.1027/1614-0001/a000230 ◽

2017 ◽

Vol 38 (3) ◽

pp. 133-143 ◽

Cited By ~ 4

Author(s):

Danny Osborne ◽

Yannick Dufresne ◽

Gregory Eady ◽

Jennifer Lees-Marshment ◽

Cliff van der Linden

Keyword(s):

Survey Data ◽

National Survey ◽

Negative Relationship ◽

Openness To Experience ◽

Political Sophistication ◽

Knowledge Based

Abstract. Research demonstrates that the negative relationship between Openness to Experience and conservatism is heightened among the informed. We extend this literature using national survey data (Study 1; N = 13,203) and data from students (Study 2; N = 311). As predicted, education – a correlate of political sophistication – strengthened the negative relationship between Openness and conservatism (Study 1). Study 2 employed a knowledge-based measure of political sophistication to show that the Openness × Political Sophistication interaction was restricted to the Openness aspect of Openness. These studies demonstrate that knowledge helps people align their ideology with their personality, but that the Openness × Political Sophistication interaction is specific to one aspect of Openness – nuances that are overlooked in the literature.

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