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ERIC Number: ED316857
Record Type: Non-Journal
Publication Date: 1989-Dec-1
Pages: 21
Abstractor: N/A
Reference Count: N/A
Stake That Claim: The Content of Pedagogical Reasoning.
Rentel, Victor M.; Pinnell, Gay Su
This study was conducted to describe and compare the content of pedagogical claims and supporting arguments. Subjects were 12 experienced teachers who participated in a year-long training program to prepare them to be Reading Recovery teachers. Teachers worked with children daily in 30-minute lessons and met in weekly seminar sessions with a group of peers for observation and subsequent discussion. Each teacher was engaged in a cycle of tutoring a child while being observed by the other 11 members of the group, observing others in the group teach, and critically analyzing each teaching session for an hour under the guidance of a teacher who raised questions about premises, grounds, backing, and warrants for arguments advanced during each critique. Results indicated that teachers appeared to have stereotypic models for problems linked to evasive steps designed to avoid or remedy problems. The most prevalent premises asserted by these teachers focused on the assessment of pupil comprehension and learning whether directly from a prior lesson or from the retention of prior learning. The resources around which teachers plan, the subject matter they teach, their knowledge of the subject matter, and the social and theoretical dimensions of their pedagogical knowledge influenced their interpretations and representations of subject matter, though not nearly as much as cues in the teaching situation itself. A form of meta-argument emerged in the final training session. The data indicated that practical reasoning can be taught and learned, although not necessarily through direct didactic methods. (Two tables of data are included, and 28 references are attached.) (MG)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A