Looking in the Heads of Experienced Teachers -- Do They Use the Wide Range of Principles of Effective Teaching When Analysing Lessons?

Autor/inn/en	Plöger, Wilfried; Krepf, Matthias; Scholl, Daniel; Seifert, Andreas
Titel	Looking in the Heads of Experienced Teachers -- Do They Use the Wide Range of Principles of Effective Teaching When Analysing Lessons?
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 1, S.21-35, Artikel 2 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Experienced Teachers; Teacher Effectiveness; Lesson Plans; Educational Principles; Preservice Teachers; Comparative Analysis; Goal Orientation; Prior Learning; Classroom Environment; Expertise; Knowledge Base for Teaching; Teaching Methods; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lesson planning; Unterrichtsplanung; Bildungsprinzip; Zielorientierung; Zielvorstellung; Vorkenntnisse; Klassenklima; Unterrichtsklima; Expert appraisal; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Deutschland
Abstract	This study aimed to examine whether principles of effective teaching constitute essential criteria for a systematic and successful analysis of lessons. After watching a video of a complete lesson, the participants (each of nine experienced and pre-service teachers) were asked to analyse this lesson in terms of effectiveness for pupils' learning in the form of an open dialogue. Their comments were analysed by means of a qualitative content analysis and revealed that the experienced teachers independently used the wide range of principles of effective teaching and differed significantly from the pre-service teachers in this regard. Particularly striking were the large differences in the activation of knowledge about these five principles: goal orientation, relating cognitive activities to prior knowledge, classroom climate/learning atmosphere, clarity, and using appropriate examples. These differences point to specific development tasks, in order to improve the analytical skills of student teachers within teacher education. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01