Developing Pre-Service Teachers' Practical Knowledge through Formative Interventions

Autor/inn/en	Wei, Ge; Lee, Hung-Ying; Chung, Chi-Yang
Titel	Developing Pre-Service Teachers' Practical Knowledge through Formative Interventions
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 49 (2023) 3, S.384-400 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wei, Ge)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2111515
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Foreign Countries; Knowledge Level; Formative Evaluation; Intervention; Knowledge Base for Teaching; China + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Ausland; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	This longitudinal study examines the use of a mandatory learning module in an initial teacher education (ITE) programme that aims to develop the practical knowledge of pre-service teachers (PSTs) in a Chinese Normal university. Guided by formative interventions, data were collected from videotaped discussion meetings, teaching activities, and reflective journals of PSTs. The data were then analysed from the theoretical perspectives of expansive learning and the components of teachers' practical knowledge. The results identified the intervention trajectory as three consecutive cycles and the intervention outcomes as different development trends among knowledge components in PSTs' practical knowledge. This study contributes to the methodology of formative intervention and its empirical utility, and therefore has global implications for ITE transformation by regarding teacher practical knowledge as a complex knowledge system with evolutionary dynamics. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01