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ERIC Number: EJ1158951
Record Type: Journal
Publication Date: 2012-Aug
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1925-0746
From Laboratory to Authentic Contexts: Two Studies of Pedagogical Reasoning across Four Levels of Expertise
Mercier, Julien
World Journal of Education, v2 n4 p2-19 Aug 2012
A cognitive model of how teachers plan instruction was validated in laboratory settings but remained to be tested empirically in authentic situations. The objective of this work is to describe and compare pedagogical reasoning in laboratory and authentic contexts and across expertise levels. The "state-driven hypothesis" and the "knowledge-driven hypothesis" were used in two studies to show how pedagogical reasoning was performed by novices and experts in laboratory (n = 18) and in authentic context (n = 14). Globally, the results show (1) similarities and differences in how pedagogical reasoning unfolds in laboratory and authentic contexts and (2) how domain knowledge influences only some aspects of this process. The work presented lays the foundations for the fine-grained study of how domain knowledge determines problem-solving in pedagogical-reasoning.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A