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Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios

Journal Article


Abstract


  • This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously confirmed through the use of situational judgement test (SJT) methodology. The authors’ three-step analysis revealed seven concepts that highlighted the motivations and beliefs underlying the reasoning of pre-service teachers. Practical implications include professional development around decision-making during teacher education programs. Future research will explore the use of SJTs in developing key non-academic attributes for effective teaching.

Publication Date


  • 2019

Citation


  • Sheridan, L., Durksen, T. L. & Tindall-Ford, S. (2019). Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios. Teacher Development, 23 (4), 425-446.

Scopus Eid


  • 2-s2.0-85070871119

Number Of Pages


  • 21

Start Page


  • 425

End Page


  • 446

Volume


  • 23

Issue


  • 4

Place Of Publication


  • United Kingdom

Abstract


  • This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously confirmed through the use of situational judgement test (SJT) methodology. The authors’ three-step analysis revealed seven concepts that highlighted the motivations and beliefs underlying the reasoning of pre-service teachers. Practical implications include professional development around decision-making during teacher education programs. Future research will explore the use of SJTs in developing key non-academic attributes for effective teaching.

Publication Date


  • 2019

Citation


  • Sheridan, L., Durksen, T. L. & Tindall-Ford, S. (2019). Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios. Teacher Development, 23 (4), 425-446.

Scopus Eid


  • 2-s2.0-85070871119

Number Of Pages


  • 21

Start Page


  • 425

End Page


  • 446

Volume


  • 23

Issue


  • 4

Place Of Publication


  • United Kingdom