Search results for: Husu Jukka
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Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice
This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning. Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections. The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK. The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications. The study confirms that teacher candidates’ videos can extend their focus of teaching and afford more attention to student learning.
Updated: Aug. 19, 2020
How Do Teachers Reason about their Practice? Representing the Epistemic Nature of Teachers’ Practical Knowledge
This study focused on the epistemology of teachers’ practical knowledge. The results indicated that teachers supported their practical knowledge claims using the “practical argument”. Depending on what kind warrants they used, teachers’ practical knowledge was interpreted to be based on two different epistemic statuses: “practicable” knowledge and “praxial” knowledge.
Updated: Apr. 14, 2011
The article explores the content and structure of pedagogical values, utilizing 24 teachers who were encouraged to articulate their beliefs regarding their professional morality and their school community. The study emphasizes the value structure that should prevail in schools, so they could be considered educative institutions, and claims that the teaching profession should be recognized as a complex of ideals essential to teachers' roles.
Updated: May. 27, 2008