Zones

Reconceptualizing Teacher Thinking in Relation to Action

Dados Bibliográficos

ID4865895
AutoresLynn Mcalpine (0000-0002-5361-1361, McGill University, autor correspondente), Cynthia Weston (McGill University), Julie Timmermans, Julie A Timmermans (0000-0003-2814-8106, McGill University), Denis Berthiaume (McGill University), Gail Fairbank‐roch (McGill University)
Ano2006
Volume31
Fascículo5
Páginas601-615
Data de publicação2006-10-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075070600923426
OpenAlexW2064142736
IdiomaEN
Citações recebidas8
Referências citadas15

The authors of this article value the framework provided by the conceptions and approaches to teaching literature, yet have come to feel it does not fully represent the complexity of the relation between teacher thinking and action. Drawing on a socio‐cognitive perspective, they studied lecturer interviews collected over a semester to examine how their thinking related to action. They identified four zones of thinking that represent a spectrum of specificity of thinking in relation to action. Each represents conceptually distinct thinking, having a particular characteristic and use, yet their boundaries are fluid. The authors propose that the zones encompass the space from conceptions through to action, which enables the reconceptualization of the relation between thinking and action, thus making a substantial contribution to the present understanding of this relationship

Cognition · Critical thinking · Epistemology · Mathematics education · Pedagogy · Sociology · Computer Science · Education and Technology Integration · Mathematics · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies