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From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
• Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning. • Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning. • Teacher educators use particular practices to highlight pedagogical reasoning when work...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Pergamon
2020
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6988437/ https://www.ncbi.nlm.nih.gov/pubmed/32127728 http://dx.doi.org/10.1016/j.tate.2019.102991 |
| Sumario: | • Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning. • Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning. • Teacher educators use particular practices to highlight pedagogical reasoning when working on practice with novices. • We need more nuanced frameworks for describing, implementing, and studying teacher education pedagogy. |
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