How the Teacher’s Practical Theory Moves to Teaching Practice—A Literature Review and Conclusions

Article English OPEN
Pitkäniemi, Harri (2010)
  • Publisher: Education Inquiry
  • Journal: Education Inquiry (issn: 2000-4508, eissn: 2000-4508)
  • Related identifiers: doi: 10.3402/edui.v1i3.21940
  • Subject: teachers cognition, practical theory, interactive thinking, research methodology

This conceptual study and literature review concerns the teacher cognition paradigm. The aim was to analyse the relationships between teachers’ static cognition (practical theory, script), dynamic cognition (agenda, interactive thinking) and teaching practice. The study asks the followingquestion: How is a teacher’s practical theory – which is partly founded on educational theory as well – realised in teaching practice? Earlier empirical studies on the subject mostly have an analytical orientation, i.e., only a few aspects of the comprehensive phenomenon have been researched. Existing research carried out between 1980 and 2009 shows that the relationship between a teacher’s cognition and his/her teaching practice is not a simple one: the basis of all teacher cognition – practical theory – transforms interactively in classroom processes. The more complex the conflict between the curricular objective and pupils’ actions in a teaching situation, the more essential it is for the teacher to use dynamic cognitions in order to realise her/his practical theory.Keywords: teachers cognition, practical theory, interactive thinking, research methodology(Published: 1 September 2010)Citation: Education Inquiry Vol. 1, No. 3, September 2010, pp.157–175
  • References (101)
    101 references, page 1 of 11

    Aaltonen, K. (2003) Pedagogisen ajattelun ja toiminnan suhde: Opetustaan integroivan opettajan tietoperusta lähihoitajakoulutuksessa (The relationship between pedagogical thinking and action. Teachers' knowledge base in the context of integrated teaching in practical nurse education). University of Joensuu. Publications in Education No. 89.

    Aaltonen, K. & Pitkäniemi, H. (2001) Opettajan ajattelun ja opetuksen toteutuksen välinen mysteeri: voidaanko se paljastaa (The mystery between teacher thinking and the realisation of teaching: Is it possible to reveal?). The Finnish Journal of Education 32, 402-418.

    Appleton, K. & Asoko, H. (1996) A case study of teacher's progress toward using a constructivist view of learning to inform teaching in elementary science. Science Education 80, 165-180.

    Artzt, A. F. & Armour-Thomas, E. (1999) A cognitive model for examining teachers' instructional practice in mathematics: a guide for facilitating teacher reflection. Educational Studies in Mat - hematics 38, 211-234.

    Beijaard, D. & Verloop, N. (1996) Assessing teachers' practical knowledge. Studies in Educational Research 22, 275-286.

    Berliner, D.C. (2001) Learning about and learning from expert teachers. International Journal of Educational Research 35, 463-482.

    Borko, H. & Livingston, C. (1989) Cognition and improvisation: differences in mathematics instruction by expert and novice teachers. American Educational Research Journal 26, 473-498.

    Briscoe, C. (1991) The dynamic interaction among beliefs, role metaphors, and teaching practices: a case study of teacher change. Science Education 75, 185-199.

    Brown, S. & McIntyre, D. (1993) Making sense of teaching. Buckingham: Open University Press.

    Buitink, J. (2009) What and how do student teachers learn during school-based teacher education. Teaching and Teacher Education 25, 118-127.

  • Metrics
    No metrics available
Share - Bookmark