Exploring Pedagogical Reasoning: Reading Strategy Instruction from Two Teachers' Perspectives

Autor/inn/en	Li, Hua; Wilhelm, Kim Hughes
Titel	Exploring Pedagogical Reasoning: Reading Strategy Instruction from Two Teachers' Perspectives
Quelle	In: Reading Matrix: An International Online Journal, 8 (2008) 1, S.96-110 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Reading Strategies; Reading Instruction; Comparative Analysis; Middle School Teachers; Decision Making; Theory Practice Relationship; Teaching Methods; Teaching Experience; Teacher Attitudes; Interviews; Observation; English (Second Language); English Teachers; Thinking Skills; Case Studies; Foreign Countries; China + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Decision-making; Entscheidungsfindung; Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung; English as second language; English; Second Language; Englisch als Zweitsprache; English language lessons; Englischunterricht; Denkfähigkeit; Case study; Fallstudie; Case Study; Ausland
Abstract	This study compares reading lessons given by two teachers in senior middle school classrooms on China's mainland. Classroom observation focused on lesson stages and activities as well as student responses. Follow-up interviews with the teachers aimed to discover the decision-making processes and choices made when teaching the lessons. Most notable were differences in decision-making and pedagogic reasoning when comparing a more experienced teacher to a less-experienced one. It appeared that the less-experienced teacher was nevertheless more aware of integrating theory into actual practice while taking a more learner-centered approach. The more-experienced teacher was more concerned with testing outcomes and appeared to be much more comfortable with a teacher-directed approach. It is hoped that the insights given in this study can lead to increased awareness of how strategies can be effectively taught and how teachers base classroom practices on their own learning experiences and the contexts within which they work. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01