From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education

Sarah Schneider Kavanagh; Jenni Conrad; Sarah Dagogo-Jack

doi:10.1016/j.tate.2019.102991

From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education

Teach Teach Educ. 2020 Mar:89:102991. doi: 10.1016/j.tate.2019.102991.

Authors

Sarah Schneider Kavanagh¹, Jenni Conrad², Sarah Dagogo-Jack³

Affiliations

¹ University of Pennsylvania, USA.
² University of Washington, USA.
³ Lawrence Public Schools, USA.

Abstract

•Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning.•Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning.•Teacher educators use particular practices to highlight pedagogical reasoning when working on practice with novices.•We need more nuanced frameworks for describing, implementing, and studying teacher education pedagogy.