The Role of Cognition in Teaching and Learning: A Case Study

Autor/in	Blignaut, S.
Titel	The Role of Cognition in Teaching and Learning: A Case Study
Quelle	In: Africa Education Review, 8 (2011) 2, S.355-371 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2011.603887
Schlagwörter	Case Studies; Role; Schemata (Cognition); Foreign Countries; Educational Policy; Educational Change; Teacher Attitudes; Beliefs; Prior Learning; Classroom Techniques; Profiles; Secondary School Teachers; Teaching Methods; Disadvantaged Schools; Essays; Teaching Styles; Memorization; National Curriculum; Student Evaluation; Social Studies; Outcomes of Education; Semi Structured Interviews; Observation; South Africa + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Rollen; Cognition; Schema; Kognition; Ausland; Politics of education; Bildungspolitik; Bildungsreform; Lehrerverhalten; Belief; Glaube; Vorkenntnisse; Klassenführung; Charakterisierung; Profilanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Lehrstil; Unterrichtsstil; Gedächtnistraining; Schulnote; Studentische Bewertung; Gemeinschaftskunde; Lernleistung; Schulerfolg; Beobachtung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A growing body of research has emphasized the important role that prior knowledge, experience, beliefs and attitudes play in the interpretation of policy reforms. Spillane, Reiser and Reimer (2002) assert that teachers use their prior knowledge in making sense of new directives to change their practice, pointing out how teachers arrive at different interpretations of the same policy message, sometimes even misunderstanding the policy intent. They highlight how teachers often are biased towards policy interpretations that fit with their prior beliefs and values. However, few of these studies exist in a third world setting. This article tries to bridge this gap by focusing on a case study that was executed in a South African classroom. The findings suggest that the teacher in this study was largely guided by his own beliefs of what constitutes good teaching and that curriculum policy is constantly shaped, reshaped and adapted to the situation in a process of great complexity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01