ERIC Number: EJ1211796
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2000-4508
EISSN: N/A
Available Date: N/A
Subject Didactics in Practice -- Hidden in the Process: A Study of Teaching Logics and Classroom Cultures
Hultman, Glenn; Löfgren, Ragnhild; Schoultz, Jan
Education Inquiry, v3 n1 p3-18 2012
This study concerns teachers' professional knowledge. Sixteen teachers, all with more than 25 years' experience in the profession, participated in the study in which they were given three different opportunities to show and formulate their professional skills. We initially asked the teachers to answer questions via e-mail. In the second part, the teachers were filmed in various teaching situations that allowed stimulated recall conversations afterwards. The analysis of this data then formed the basis of so-called dialogue seminars. The participating teachers show a great ability to create contexts for student learning. It was evident when they introduced new tasks and areas of work. Other important skills are, according to the participating teachers, dealing with students in groups and individually, organising, being leaders, and understanding students. The results also show there were a only few occasions when the teachers touched upon subject didactics and learning theories in their discussions.
Descriptors: Knowledge Level, Teaching Skills, Teacher Competencies, Foreign Countries, Theories, Pedagogical Content Knowledge, Educational Environment, Space Utilization, Group Activities, Individualized Instruction, Student Needs, Teacher Student Relationship, Curriculum, Teaching Methods, Faculty Development, Elementary School Teachers
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A
Author Affiliations: N/A