A Study of Teachers’ Cognition in Teaching by Use of a Photographic Slides Method
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- NAKAMURA Shun
- Graduate school of Human Sciences, Waseda University
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- ASADA Tadashi
- Faculty of Human Sciences, Waseda University
Bibliographic Information
- Other Title
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- 写真スライド法による教師の授業認知に関する研究
- シャシン スライドホウ ニ ヨル キョウシ ノ ジュギョウ ニンチ ニ カンスル ケンキュウ
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Abstract
<p>In this study, we explore teachers’ cognition in teaching that affects reflection-in-action. By use of a photographic slides method developed by Carter et al.(1988), we asked 31 elementary school teachers to view a sequence of slides about one social studies lesson and report what slide they saw as a important or problematic situation and its reason. The main findings are as follows: as teachers get more experienced, they tend to attend to more reliable information from classroom events in terms of students’ emotional state, interpret a situation in relation to previous events, and make sense of a situation based on expectation about student response, referring to a lesson plan. However, this study also suggests that there are individual differences in meaning making of a situation that are unaffected by teaching experience. Finally we offer recommendations about future researches on teachers’ reflection-in-action based on their cognition.</p>
Journal
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- Japan Journal of Educational Technology
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Japan Journal of Educational Technology 40 (4), 241-251, 2017-02-20
Japan Society for Educational Technology
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Keywords
Details 詳細情報について
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- CRID
- 1390001205228269312
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- NII Article ID
- 130005466780
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- NII Book ID
- AA11964147
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- ISSN
- 21896453
- 13498290
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- NDL BIB ID
- 027972035
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Disallowed