NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1066243
Record Type: Journal
Publication Date: 2008-Apr
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1533-242X
Exploring Pedagogical Reasoning: Reading Strategy Instruction from Two Teachers' Perspectives
Li, Hua; Wilhelm, Kim Hughes
Reading Matrix: An International Online Journal, v8 n1 p96-110 Apr 2008
This study compares reading lessons given by two teachers in senior middle school classrooms on China's mainland. Classroom observation focused on lesson stages and activities as well as student responses. Follow-up interviews with the teachers aimed to discover the decision-making processes and choices made when teaching the lessons. Most notable were differences in decision-making and pedagogic reasoning when comparing a more experienced teacher to a less-experienced one. It appeared that the less-experienced teacher was nevertheless more aware of integrating theory into actual practice while taking a more learner-centered approach. The more-experienced teacher was more concerned with testing outcomes and appeared to be much more comfortable with a teacher-directed approach. It is hoped that the insights given in this study can lead to increased awareness of how strategies can be effectively taught and how teachers base classroom practices on their own learning experiences and the contexts within which they work.
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A