Abstract
This study elaborates the theoretical framework of PTs. The interviews with five teachers were analysed through the concepts of choice, reasoning, and disposition. The results indicated that choices in PTs mainly related to the division of instructional responsibility. PTs containing higher degrees of complex reasoning included a broad range instructional reasons and also weighed both the affordances and constraints of a teaching approach. PTs revealed two major teacher dispositions: instructional intention and instructional attention. Intention-oriented dispositions linked with curricular substance, whereas attention-oriented dispositions addressed personal and contextual factors in teaching. The results help to facilitate balanced instruction during teacher education.
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