Pedagogical reasoning
The foundation of the professional knowledge of teaching
Bibliographic Data
| ID | 23326705 |
|---|---|
| Authors | John Loughran (Monash University, Melbourne, Australia, corresponding author) |
| Year | 2019 |
| Volume | 25 |
| Issue | 5 |
| Pages | 523-535 |
| Publication date | 2019-07-04 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teachers and Teaching (JOURNAL) |
| Journal identifiers | ISSN: 1354-0602 • E-ISSN: 1470-1278 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13540602.2019.1633294 |
| OpenAlex | W2949126359 |
| Language | EN |
| Citations received | 67 |
| References cited | 35 |
Much of the debate about that which comprises teachers’ professional knowledge has been important in the academic literature but does not necessarily reflect the reality of how they think as they construct the knowledge that underpins their practice. Typically, teachers are not encouraged to spend time talking about teaching in ways that are theoretically robust, or to unpack their teaching in order to show others what they know, how and why. Because they are busy ‘doing teaching’ they are not commonly afforded opportunities to ‘unpack’ their practice to explore and articulate the reasoning underpinning what they do. This paper argues that the essence of teachers’ professional knowledge is bound up in the teaching procedures they employ and that knowledge is accessible and demonstrable through the pedagogical reasoning that underpins their decision-making, actions and intents; all of which come to the fore when their pedagogical reasoning is examined. If teaching is to be more highly valued, it is important to more closely examine the nature of teachers’ pedagogical reasoning as it offers a window into the complex and sophisticated knowledge of practice that influences what they do, how and why.
Construct (python library) · Foundation (evidence) · Mathematics education · Pedagogy · Political science · Sociology · Teaching method · Underpinning · Computer Science · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Engineering · Psychology · Teacher Education and Leadership Studies
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Reasoning in classroom dilemma situations
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Modelling STEM Teachers’ Pedagogical Content Knowledge in the Framework of the Refined Consensus Model
Which Epistemic Processes Occur When Pre-Service Teachers Reflect on Practitioners’ Misconceptions
Responsive Teaching and the Instructional Reasoning of Expert Elementary Mathematics Teachers
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The Role of Epistemological Beliefs and Democratic Values in Curriculum Orientations
Principal's leadership and teacher-to-teacher knowledge-sharing in Iranian schools
Secondary teachers’ conceptions of integrated writing skills
Rethinking the assessment of the quality of teacher reflection by validating an innovative vignette-based instrument and an analytic coding scheme
Primary teachers' information source use and the student role in adaptive teaching and differentiation
Developing a teaching-research nexus in teacher education
Western-trained Vietnamese teachers’ EFL writing instruction
Pedagogical sensemaking during side-by-side coaching
Information economics of teaching
Reconsidering teachers’ pedagogical reasoning and decision making for technology integration as an agenda for policy, practice and research
Teacher practitioner enquiry
Relations between Australian primary teachers’ approaches to student choice and their reported science teaching efficacy beliefs and teaching practices
Leveraging pedagogical knowledge for effective technology integration in education
Exploring career changers’ experiences in a school-based initial teacher education programme for science teachers in England
Deciding to engage
Paradoxes of in-school teacher coaching by outsiders
Linking early indicators of reality shock with the quality of preservice teachers’ pedagogical reasoning
Preservice and inservice teachers' pedagogical reasoning underlying their most‐valued technology‐supported instructional activities
Content representation as a foundation for lesson development and pedagogical content knowledge growth in biology teacher education
Participants’ perceptions of video-enhanced dialogic assessment as reflective practice in international teacher education
Fifty years of teacher education in South Africa
Enhancing student teachers’ epistemology of reflective practice while still at the university
Making sense of teacher educator identities and practices through collaborative reflection
Back to school
Perceptions of the Teaching Profession and Its Professionalisation in Spain
Attending to Preservice Teachers' Assets
Unpacking PCK Relationships and Development in Science Teachers
The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice
A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK
The need for First Nations pedagogical narratives
From data to actions
Pre-Service Teachers’ Instructional Design Decision-Making for Technology Integration
Language Teachers’ Development of Decision‐Making and Pedagogical Reasoning
Tracing a pre-service primary English teacher's development in teaching L2 pragmatics
Which principles of learning do teachers and teacher educators use and how are they articulated in their pedagogical decision-making
Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy
Putting the purpose in practice
Noticing structural inequities in classroom discussions
From rote to reasoned
Inservice teachers' self-reported strategies to address behavioral engagement in the classroom
Positioning preservice teachers’ reflections and I-positions in the context of teaching practicum
Learning to let go
Novice and expert teachers’ use of content-related knowledge during pedagogical reasoning
Probing the quality of preservice teachers’ pedagogical reasoning & action (PR&A) in internships
Instructional differentiation in secondary education
Professional vision in the classroom
What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs
Mapping and reflecting on integration of the components of pedagogical content knowledge (PCK) for teaching natural selection
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Exploring what student teachers do when preparing their lessons
Conocimiento didáctico de alfabetización inicial de una profesora principiante y una experimentada
Teacher digital identity divergences
Performance on classroom simulations enhances preservice teachers' motivation in teaching
What Matters For Mentors As Knowledge Mobilizers
Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice
How we think.
The Courage to Teach
Relationships of Knowledge and Practice
The Tacit Dimension
In search of pedagogical content knowledge in science
The reflective practitioner
From Teacher Thinking to Teachers and Teaching
Understanding and Developing Science Teachers' Pedagogical Content Knowledge
Those Who Understand
On teachers' practical reasoning and professional knowledge
In Pursuit of the Expert Pedagogue
Teachers' Professional Knowledge Landscapes
Linking Theory and Practice
Research on Teacher Thinking
The Knower and the Known
Knowledge and Teaching
| Unique citing works | 67 |
|---|---|
| Citations per year | 9,57 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 66 |