Subject Didactics in Practice -- Hidden in the Process: A Study of Teaching Logics and Classroom Cultures

Autor/inn/en	Hultman, Glenn; Löfgren, Ragnhild; Schoultz, Jan
Titel	Subject Didactics in Practice -- Hidden in the Process: A Study of Teaching Logics and Classroom Cultures
Quelle	In: Education Inquiry, 3 (2012) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v3i1.22010
Schlagwörter	Knowledge Level; Teaching Skills; Teacher Competencies; Foreign Countries; Theories; Pedagogical Content Knowledge; Educational Environment; Space Utilization; Group Activities; Individualized Instruction; Student Needs; Teacher Student Relationship; Curriculum; Teaching Methods; Faculty Development; Elementary School Teachers; Sweden + Suchen Sie Ihr Suchwort? Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Ausland; Theory; Theorie; Pädagogische Kompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Raumnutzung; Gruppenaktivität; Individualisierender Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schweden
Abstract	This study concerns teachers' professional knowledge. Sixteen teachers, all with more than 25 years' experience in the profession, participated in the study in which they were given three different opportunities to show and formulate their professional skills. We initially asked the teachers to answer questions via e-mail. In the second part, the teachers were filmed in various teaching situations that allowed stimulated recall conversations afterwards. The analysis of this data then formed the basis of so-called dialogue seminars. The participating teachers show a great ability to create contexts for student learning. It was evident when they introduced new tasks and areas of work. Other important skills are, according to the participating teachers, dealing with students in groups and individually, organising, being leaders, and understanding students. The results also show there were a only few occasions when the teachers touched upon subject didactics and learning theories in their discussions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01