Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

How Do Instructors Explain Their Thinking When Planning and Teaching?

L. McAlpine, C. Weston, D. Berthiaume and G. Fairbank-Roch
Higher Education
Vol. 51, No. 1 (Jan., 2006), pp. 125-155
Published by: Springer
Stable URL: http://www.jstor.org/stable/29734968
Page Count: 31
  • Download ($43.95)
  • Cite this Item
How Do Instructors Explain Their Thinking When Planning and Teaching?
Preview not available

Abstract

In this exploratory study we compare and report two ways in which instructors describe their teaching: (a) thinking about a course they are teaching, (b) thinking about specific classes within that course. Extensive interviews over an extended time provided the data for analysis. At the course level, we analyzed comments about teaching decisions asked at two times: before instructors taught a course and after it was completed. At the class level, we analyzed comments about specific teaching decisions asked prior to and shortly after a particular class; of importance is that in part of the post-class interview, a video of the class helped to stimulate recall about specific class actions. The analysis, which focused on goal setting and knowledge use, demonstrated variation in levels of specificity for both goals and knowledge. In situating this study in the literature on teacher thinking, we conclude that the variation in specificity of teacher thinking in the course and class interviews represents intermediary levels between teaching conceptions and teaching actions. Our proposed model of thinking distinguishes yet provides links among conceptions, thinking related to decisions at the course and class levels, and teaching actions.

Page Thumbnails

  • Thumbnail: Page 
[125]
    [125]
  • Thumbnail: Page 
126
    126
  • Thumbnail: Page 
127
    127
  • Thumbnail: Page 
128
    128
  • Thumbnail: Page 
129
    129
  • Thumbnail: Page 
130
    130
  • Thumbnail: Page 
131
    131
  • Thumbnail: Page 
132
    132
  • Thumbnail: Page 
133
    133
  • Thumbnail: Page 
134
    134
  • Thumbnail: Page 
135
    135
  • Thumbnail: Page 
136
    136
  • Thumbnail: Page 
137
    137
  • Thumbnail: Page 
138
    138
  • Thumbnail: Page 
139
    139
  • Thumbnail: Page 
140
    140
  • Thumbnail: Page 
141
    141
  • Thumbnail: Page 
142
    142
  • Thumbnail: Page 
143
    143
  • Thumbnail: Page 
144
    144
  • Thumbnail: Page 
145
    145
  • Thumbnail: Page 
146
    146
  • Thumbnail: Page 
147
    147
  • Thumbnail: Page 
148
    148
  • Thumbnail: Page 
149
    149
  • Thumbnail: Page 
150
    150
  • Thumbnail: Page 
151
    151
  • Thumbnail: Page 
152
    152
  • Thumbnail: Page 
153
    153
  • Thumbnail: Page 
154
    154
  • Thumbnail: Page 
155
    155