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...

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Detalles Bibliográficos
Autores principales: Kavanagh, Sarah Schneider, Conrad, Jenni, Dagogo-Jack, Sarah
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Pergamon 2020
Materias:
Article
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
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author Kavanagh, Sarah Schneider
Conrad, Jenni
Dagogo-Jack, Sarah
author_facet Kavanagh, Sarah Schneider
Conrad, Jenni
Dagogo-Jack, Sarah
author_sort Kavanagh, Sarah Schneider
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description • 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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spelling pubmed-69884372020-03-01 From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education Kavanagh, Sarah Schneider Conrad, Jenni Dagogo-Jack, Sarah Teach Teach Educ Article • 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. Pergamon 2020-03 /pmc/articles/PMC6988437/ /pubmed/32127728 http://dx.doi.org/10.1016/j.tate.2019.102991 Text en © 2019 The Authors http://creativecommons.org/licenses/by/4.0/ This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Kavanagh, Sarah Schneider
Conrad, Jenni
Dagogo-Jack, Sarah
From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
title From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
title_full From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
title_fullStr From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
title_full_unstemmed From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
title_short From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
title_sort from rote to reasoned: examining the role of pedagogical reasoning in practice-based teacher education
topic Article
url 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
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