Probing the quality of preservice teachers? pedagogical reasoning & action (PR&A) in internships

被引：0
|
作者：
Trevisan, Ottavia [1 ]
Smits, Anneke [2 ]
机构：
[1] Univ Padua, Padua, Italy
[2] Windesheim Univ Appl Sci, Zwolle, Netherlands
来源：
TEACHING AND TEACHER EDUCATION | 2023年 / 125卷
关键词：
Pedagogical reasoning; Preservice education; Internships; Teaching orientations; Core conceptions of teaching; Teacher cognition; PROFESSIONAL VISION; CONTENT KNOWLEDGE; FORMATIVE ASSESSMENT; BELIEFS; TECHNOLOGY; OPPORTUNITIES; INSTRUMENT; EXPERIENCE; EDUCATION; SCIENCE;
D O I：
10.1016/j.tate.2022.103983
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study's theoretical foundations are pedagogical reasoning and action (PR&A) and the crucial role of internships in developing PR&A in preservice teachers. Relatively few studies analyse the quality of real and recent PR&A during internships. In this study, we probe the quality of third-year pre-service teachers' pedagogical reasoning in relation to their actual recent internship practice (PR&A) based on interviews. Three different PR&A profiles emerged. These profiles connect knowledge and orientations in PR&A and may help teacher education institutes to appraise their students' PR&A quality.(c) 2022 Elsevier Ltd. All rights reserved.
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