Using Peircean Abduction to Understand Teacher Mentoring

Autor/in	de Paor, Cathal
Titel	Using Peircean Abduction to Understand Teacher Mentoring
Quelle	In: Educational Philosophy and Theory, 55 (2023) 1, S.89-99 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Paor, Cathal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2073220
Schlagwörter	Logical Thinking; Teacher Orientation; Lifelong Learning; Classroom Research; Mentors; Faculty Development; Semiotics; Educational Philosophy; Classroom Observation Techniques; Reflective Teaching; Intuition; Language Teachers; Elementary School Teachers; Teacher Attitudes; Interpersonal Relationship; Classroom Techniques; Questioning Techniques; Foreign Countries; Ireland; France + Suchen Sie Ihr Suchwort? Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Life-long learning; Lebenslanges Lernen; Semiotik; Bildungsphilosophie; Erziehungsphilosophie; Language teacher; Sprachunterricht; Elementary school; Grundschule; Volksschule; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassenführung; Befragungstechnik; Fragetechnik; Ausland; Irland; Frankreich
Abstract	Lesson observation is frequently used in teacher induction programmes to support newly-qualified teachers in their reflection and classroom enquiry. This article uses an elaboration of Peirce's abduction to illustrate how the post-observation conversation supports a teacher's reflection on her teaching, and in particular, her teaching of language to young children. It shows that abduction involves an expert-like intuition, where the interaction and co-enquiry with the advisor was crucial. The analytical framework used is based on six modes of abductive reasoning or inference that deal with potential or possibility, three modes of induction dealing with actuality, and one mode of deduction focusing on rules and regulations. In a context of lifelong learning, with emphasis on teacher learning across the professional lifespan, the article shows how newly-qualified teachers can be supported in using abductive reasoning and engage in worthwhile classroom enquiry. The article contributes to edusemiotics, a recently developed direction in educational theory that explores the philosophical specifics of semiotics in educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01