ERIC Number: EJ772216
Record Type: Journal
Publication Date: 2007
Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity
Feldon, David F.
Educational Psychologist, v42 n3 p123-137 2007
Research in the development of teacher cognition and teaching performance in K-12 classrooms has identified consistent challenges and patterns of behavior that are congruent with the predictions of dual-process models of cognition. However, cognitive models of information processing are not often used to synthesize these results. This article reviews findings from the research on teaching and teacher education through the lens of a dual-process model and emphasizes the role that cognitive load plays in driving teaching performance. Data reflecting the salience of automaticity and its relationship with cognitive overload are highlighted, and implications for teacher preparation and inservice training strategies are discussed. Specific suggestions for teacher training draw on empirical findings from cognitive approaches to training that emphasize the development of automaticity in teaching skills to minimize extraneous cognitive load and maximize effective performance.
Descriptors: Elementary Secondary Education, Teaching Skills, Behavior Patterns, Educational Research, Information Processing, Cognitive Processes, Preservice Teacher Education, Training Methods, Teacher Effectiveness, Teacher Education
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A