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Expert Teachers’ Interactive Cognition: an Analysis of Stimulated Recall Interviews

100%
Tůma F., Píšová M., Najvar P., Janíková V.
The New Educational Review
|
2014
|
vol. 36
289-299
EN
The presented study focuses on the interactive cognition of expert teachers during their teaching. 16 foreign language teachers’ lessons were videotaped and the teachers were asked to reveal their interactive cognition through a stimulated recall interview. The verbal protocols were then analyzed in the light of argumentation analysis and the claims were subject to content analysis. The results showed that individual teachers varied greatly as regards their percentages of stimulated recall as well as other aspects of their interactive cognition, which supports the prototypical view of teacher expertise.
2

Primary Science Teaching – Is it Integral and Deep Experience For Students?

88%
Timoštšuk I.
Discourse and Communication for Sustainable Education
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2016
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vol. 7
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issue 1
82-99
EN
Integral and deep pedagogical content knowledge can support future primary teachers’ ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers’ professionality. The aim of the study is to describe how future primary teachers reflect on their experiences about science teaching and what components of science pedagogical content knowledge they see as meaningful. A questionnaire and interviews were used. The results reveal the deep impact of teaching practice on students’ understanding of the role of a teacher in supporting pupils’ acquisition of scientific skills. The experiences described are related more to teaching and learning in general and less with science-specific factors. Nevertheless, students described changes in mission e.g. how they learned about their role through pupils’ achievements and thinking about science. Changes in professional identity were mentioned rarely but this could point to an underestimated resource issue for teacher education. Positive changes in professional identity may help students to decide to choose more integral strategies in science teaching and thus promote more sustainability oriented teaching.
3

Subjective perceptions of ESP (English for Specific Purposes) university teachers’ professional beginnings: Quantitative research into pedagogical content knowledge

75%
Jašková J.
Journal of Language and Cultural Education
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2016
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vol. 4
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issue 1
86-98
EN
The aim of this paper is to present methodology and results of a quantitative phase within a research into English for Specific Purposes university teachers and their subjectively perceived changes in pedagogical content knowledge from a retrospective view of their professional beginnings. The introduction describes the investigated issues and explains key concepts. The first chapter refers to the theoretical background of teacher professional development. Since the quantitative research phase is a part of a mixed research design, the second chapter deals with the whole research including the research objective and questions. The third chapter is devoted to the quantitative research phase during which an anonymous electronic questionnaire was sent to the whole population of Czech university teachers of English for Specific Purposes and processed statistically as well as descriptively. The fourth chapter presents the obtained quantitative data discussed within the individual components of pedagogical content knowledge - conceptions of purposes for teaching subject matter, curricular knowledge, knowledge of instructional strategies, and knowledge of students’ understanding. The conclusion summarises all the information and proposes some recommendations for pedagogical practice.
4
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Teacher Knowledge Application in a Child's Moral Development. The Selected Aspects

63%
Szymańska M.
Journal of Preschool and Elementary School Education
|
2014
|
issue 5
43 - 58
EN
The article aimsat deepening teachers’ responsibility and raising their awareness while organizing and managing the educational process, covering the reflective skills whose quality is reflected in teachers’ moral approaches. Morality performs a significant role when it comes to conducting the educational process. That is why discussion of issues of teachers’ knowledge seems to be important. Specifying its components means that we can see teachers‘ influence on pupils’ moral development, particularly when teachers are regarded as moral models by young students. Being conscious of this fact obliges teachers to perform self-moral developmental work which is then transferred into the pedagogic and didactic fields. The components of teachers’ knowledge understood in a perspective of creative, effective, reflective and practical implementation become meaningful.
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