A case study of teacher’s reflection-in-action using the on-going cognition method

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  • オン・ゴーイング法による授業認知に基づく授業者の行為の中の省察に関する事例研究
  • オン ・ ゴーイングホウ ニ ヨル ジュギョウ ニンチ ニ モトズク ジュギョウシャ ノ コウイ ノ ナカ ノ セイサツ ニ カンスル ジレイ ケンキュウ

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Abstract

<p>In this study, we explore substances of teacher’s reflection-in-action and a relationship between teacher’ cognition in teaching and reflection-in-action. We interview a novice teacher about her cognition and thinking process on the basis of events an expert teacher see as important by use of on-going cognition method. As a result, the novice teacher in this study concentrated too much on her teaching behavior to pay attention to an event the expert teacher see as important, reflected-in-action based on her cognition at a specific point in time, and did not experiment a new action though she reframed her understanding about the situation she interacted with. Comparing differences between the novice and expert teacher’s cognition in teaching, we imply the need for considering cognitive load in teaching, meaning unit teacher construct in teaching, and some elements that mediate the interaction between teacher’s cognition and action in teaching in order to ensure opportunities and quality for teacher’s reflection-in-action.</p>

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