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Teachers and Teaching: Theory and Practice, 16(2), 233-244. HOW TEACHERS REFLECT ON THEIR PEDAGOGY: LEARNING FROM TEACHERS’ PEDAGOGICAL VOCABULARY Lea Lund Centre for Teaching Development and Digital Media, Aarhus University, Denmark Abstract: This paper considers the importance of teachers’ beliefs and pedagogical awareness in relation to their teaching practices. These articles were recommended for a major (70%!) assessment piece on pedagogical reasoning. Readers interested in teacher education may also find these articles useful. Articles with hyperlinks have been reviewed - click the link to read the review. Hammerness, K., Darling-Hammond, L., Shulman, L. (2001). Towards Expert Thinking: How Case-Writing Contributes to the Development… The purpose of this study is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of Supporting*Digital* Literacy*in* Educational* Contexts:!

Teachers’ pedagogical reasoning and reframing of practice in digital contexts

By engaging in pedagogical reasoning and action, teachers can shift from initial understandings of content to developing pedagogical content knowledge. Teacher educators and professional development providers may recognize that practice-based collaborative inquiry Teachers’ pedagogical reasoning and reframing of practice in digital contexts. The international journal of information and learning technology, 35 (2), 130-142. 10.1108/IJILT-09-2017-0084 [More information] HOW TEACHERS REFLECT ON THEIR PEDAGOGY: LEARNING FROM TEACHERS’ PEDAGOGICAL VOCABULARY Lea Lund Centre for Teaching Development and Digital Media, Aarhus University, Denmark Abstract: This paper considers the importance of teachers’ beliefs and pedagogical awareness in relation to their teaching practices. ing their practice. Pedagogical Reasoning Shulman (1987) conceptualized the process of assimilating knowl-edge to enact practice as pedagogical reasoning. Pedagogical reason-ing is when teachers use various sources of knowledge to make choices about their actions and practices while teaching.

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referred to as a process of reframing ( S Teachers' Self-Understanding in 21st-Century Teaching Contexts. Oxford Teachers' Pedagogical Reasoning and. Reframing of Practice in Digital Contexts.

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• Vice head Swedish Law & Informatics Institute (IRI), Faculty of Law,. Stockholm Forsberg E, Ziegert K, Hult H, Fors U (2014): Clinical reasoning in nursing, a think-aloud study using reframing of practice in digital contexts. concerns for teaching and learning science, the practices and processes highlighted in the university course context) through a process of reasoning and action shape each. 27 teachers‟ framing and reframing of their practice (Schön, 1983, 1987) in order to gain.

Teachers’ pedagogical reasoning and reframing of practice in digital contexts

The international journal of information and learning technology, 35 (2), 130-142.
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discuss the possibility of reframing the question of digital technology.

Rich data from multiple design contexts is collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. Request PDF | Teachers’ pedagogical reasoning and reframing of practice in digital contexts | The purpose of this study is to advance the understanding of teachers’ reframing of practice in Purpose The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value. Design/methodology/approach A design-based research (DBR) approach is employed, in which the on-site Common characteristics in the teachers’ reframing of practice are identified.
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Thus, A teacher with deep pedagogical knowledge understands how Many studies from the Swedish and international contexts highlight the complexity in digital environments (e.g. Nilsen et al., 2018; Voogt & Roblin, 2012). Teachers´ aim to teach with ICT and teachers’ pedagogical reasoning about the appropriate use of the technologies seem to be impor- descriptions of a teacher’s professional values, relationships, knowledge and practice. This type of portfolio encompasses sumptuous discussions and evidence of using technology in the classroom. Inherent in this digital portfolio are elements of their pedagogical reasoning with technology (PRT) or Technological Pedagogical Reasoning. remote sensing (RS), Global Position Systems (GPS), and digital globes com-prize (Baker et al., 2015). The potential of geospatial technology has not been widely explored and considered in the teacher education literature, despite its ability to function as an interesting pedagogical tool with pre-service teachers (Kerr, 2016).