Teachers' Pedagogical Reasoning and Action in the Digital Age
Teachers and Teaching: Theory and Practice Volume 16, Number 2, ISSN 1354-0602
Beginning teachers are entering the profession with increasing confidence in their ability to use digital technologies which has the potential to change the way teachers of the future make pedagogical decisions. This paper explores how pedagogical reasoning and action might occur in the digital age, comparing Schulman's 1987 model with the reality for a small sample of digitally able beginning teachers as part of the emerging generation of teachers. The latter were examined through a multiple case study during their first year of teaching as they made decisions about using digital technologies within their teaching practice which gave an insight into pedagogical reasoning and action through the use of open-ended interviews and observation. The conclusion drawn is that while the pedagogical reasoning and action model remains relevant, it was based on an assumption that teaching involves knowledge being passed from a teacher to their students, which was found to restrict innovation by digitally able teachers. A broader interpretation of knowledge and teaching within this model building on emerging learning theory could help reform practice once again, providing a framework for teachers in the digital age. (Contains 1 table and 1 figure.)
Starkey, L. (2010). Teachers' Pedagogical Reasoning and Action in the Digital Age. Teachers and Teaching: Theory and Practice, 16(2), 233-244.
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TPCK and Initial teacher education: Insights on the development of pedagogical reasoning in TPCK-based instructional design (ID) practices
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Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2128–2132
Judi Harris, William & Mary School of Education, United States; Michael Phillips, Faculty of Education, Monash University, Australia
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2051–2061
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