ERIC Number: EJ937665
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 0
A Case Study Examining the Impact of Cognitive Load on Reflection and Pre-Service Teachers' Transfer of Specific Teaching Behaviors
Broyles, Thomas W.; Epler, Cory M.; Waknine, Jessica W.
Career and Technical Education Research, v36 n1 p49-66 2011
The purpose of the study was to describe the reflective experiences of pre-service teachers and determine how cognitive load impacts reflection and transfer of specific teaching behaviors. Twenty-seven Career and Technical Education pre-service teachers were randomly placed into 14 teaching teams. The teams taught a pre-written lesson which was videotaped. After the lessons were taught, groups were asked to reflect upon their teaching. Seven groups were randomly assigned to an experimental group whose reflective experience was designed to create higher cognitive load and the remaining seven assigned to a control group whose reflective experience was designed with less cognitive load. Participants engaged in focus group interviews after the second round of teaching. The researchers concluded that higher cognitive load impacted the depth of reflection and transfer of specific teaching behaviors. Pre-service teachers acknowledged change in their behavior as a result of their participation in this reflective experience.
Descriptors: Cognitive Processes, Difficulty Level, Reflection, Preservice Teachers, Teacher Behavior, Vocational Education Teachers, Case Studies
Association for Career and Technical Education Research. University of Illinois at Urbana-Champaign, Department of Human Resource Education, 1310 South Sixth Street, 351 Education Building, Champaign, IL 61820. Tel: 217-333-0807; Fax: 217-244-5632; Web site: http://www.agri.wsu.edu/acter/publications/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A