Book Description:
This book focuses on a process which is generally known as teacher planning. Teacher planning is assumed in this work to serve two important functions. Its first function is to make teacher knowledge influence teacher intervention. Its second function is to promote the development of teacher knowledge. The first function has been much more discussed in the available literature than the second function, as presented next.Because of the links between teacher planning and action, teacher planning has a high potential as a vehicle for theory to be applied in teaching. These links include, at a certain grain size, the influence of the plan on opportunities to learn, content coverage, grouping for instruction and the general focus of classroom processes. Micro-level teaching processes such as specific verbal behaviour are not significantly influenced by planning, as they are mostly determined by interactive decision-making.

We’ve partnered with Copyright Clearance Center to make it easy for you to request permissions to reuse Nova content.
For more information, click here or click the "Get Permission" button below to link directly to this book on Copyright Clearance Center's website.

Table of Contents:
Preface

Chapter 1. Introduction to Teacher Cognition, pp. 1-10

Chapter 2. Foundations for the Study of Teacher Cognition: A Cognitive Modeling Perspective, pp. 11-19

Chapter 3. A Cognitive Model of Pedagogical Reasoning, pp. 21-43

Chapter 4. A Study of Collaborative Pedagogical Reasoning, pp. 45-67

Chapter 5. A Study of Individual Pedagogical Reasoning, pp. 69-77

Chapter 6. Outcomes of Two Studies, 79-86

Chapter 7. The Added Value of Collaboration in Learning and Performance: Cognitive and Social Cognitive Modeling as a Rationale and Strategy for Empirical Investigations, pp. 87-96

Chapter 8. An Essay on the Nature and Structure of Teacher Knowledge, pp. 97-112

Chapter 9. Epilogue: From a Research Agenda to Contributions to Teacher Education on a Trajectory to Expertise in Pedagogical Reasoning, pp. 113-116

References, pp. 117-127

Index