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<p>In this exploratory study, we seek to contrast the content-related pedagogical reasoning shown by prospective and experienced teachers – i.e., their reasoning for or against the use of subject-matter representations that draw on content knowledge or pedagogical content knowledge. We conducted think-aloud interviews with seven prospective teachers and seven experienced teachers based on a situation of planning to teach with a specific task. The teachers’ pedagogical reasoning was analysed by means of content analysis. The data showed that expert teachers engage substantially more in content-related pedagogical reasoning than novices. In particular, expert teachers’ reasoning is predominantly based on their knowledge of content and students and on curricular knowledge.</p>
</abstract>

In this exploratory study, we seek to contrast the content-related pedagogical reasoning shown by prospective and experienced teachers – i.e., their reasoning for or against the use of subject-matter representations that draw on content knowledge or pedagogical content knowledge. We conducted think-aloud interviews with seven prospective teachers and seven experienced teachers based on a situation of planning to teach with a specific task. The teachers’ pedagogical reasoning was analysed by means of content analysis. The data showed that expert teachers engage substantially more in content-related pedagogical reasoning than novices. In particular, expert teachers’ reasoning is predominantly based on their knowledge of content and students and on curricular knowledge.

Novice and Expert Teachers’ Content-Related Pedagogical Reasoning

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution 4.0 International License.

{"article-title":"Novice and Expert Teachers\u2019 Content-Related Pedagogical Reasoning"}

In this exploratory study, we seek to contrast the content-related pedagogical reasoning shown by prospective and experienced teachers – i.e., their reasoning...

Novice and Expert Teachers’ Content-Related Pedagogical Reasoning

Online veröffentlicht: 27. März 2023

Seitenbereich: 1 - 15

DOI: https://doi.org/10.2478/ristal-2023-0001

Schlüsselwörter
content knowledge, pedagogical content knowledge, pedagogical reasoning, expert–novice teachers, verbal data analysis

© 2023 Roland Pilous et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Novice and Expert Teachers’ Content-Related Pedagogical Reasoning

Online veröffentlicht: 27. März 2023

Seitenbereich: 1 - 15

DOI: https://doi.org/10.2478/ristal-2023-0001

Schlüsselwörtercontent knowledge, pedagogical content knowledge, pedagogical reasoning, expert–novice teachers, verbal data analysis

© 2023 Roland Pilous et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
content knowledge, pedagogical content knowledge, pedagogical reasoning, expert–novice teachers, verbal data analysis