Abstract
Teachers use situated knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the situated knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse character. Reflection concerns learning experiences with increasing complexity: single-loop (reflecting on a current action), double-loop (reflecting to gain new insights) and triple-loop (reflecting in order to adjust individual identity) learning. The knowledge gained from loop learning is of a situated nature. The current article operationalizes situated knowledge as educational purposes and design patterns; educational purposes determine which course of action (design pattern), is the best option. Using this distinction, we investigate whether the reflection done by fourth-year teachers in training corresponds to what can be expected of a starting expert, namely, reflection on all three levels. The results indicate that three out of four teachers in training can be characterized as starting experts, based on their responses to a video case. They experience learning on all three loop levels, and these experiences contribute to a variety of educational purposes and design patterns. It is the teacher trainers’ challenge to have their students reflects using video cases, so they can use loop-learning to build their situated knowledge. This knowledge will allow them to adequately respond to the complex and diffuse situations in their educational practice.
Highlights
Hattie has stated that a key component of high quality education is the teacher who is teaching the lessons (2003)
In order to answer the question as to what extent the fourth-year teachers in training behave as beginning experts, i.e. reflect on all three loops of Argyris and demonstrated various educational purposes and design patterns, firstly a selection of the answers of Respondent D., who was randomly selected, is provided in table 5
Two expectations have been formulated regarding the similarities between the behaviour of a fourth-year teacher in training and that of a beginning expert
Summary
Hattie has stated that a key component of high quality education is the teacher who is teaching the lessons (2003). Van der Grift defines a starting expert teacher as “being able to adequately handle the most common situations in a classroom, which are mostly of a diffuse nature” (2010). He further specifies this description by stating that a starting expert should be able to create a safe learning environment, employ an efficient organization of his lessons and use clear instructions. The setting or situation of the intuitive, effective action is inseparably linked to the necessary knowledge that is acquired, created or used to deal with that situation. This research focuses on the question to what extent the situated knowledge of a teacher in the fourth year of his training corresponds to the situated knowledge of a starting expert
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