| Autor: |
Roberts, Douglas A., MacKinnon, Allan M., McCarthy, Margaret E. |
| Zdroj: |
International Journal of Qualitative Studies in Education (QSE); Jul1992, Vol. 5 Issue 3, p227-243, 17p |
| Abstrakt: |
This paper concerns the importance of providing reasons and evidence when making claims as a teacher. Two teaching contexts are explored: a nonacademic science classroom and a clinical supervision setting. An expert teacher is seen at work in a nonacademic science classroom. This is an especially significant context in which to find “task‐reasons” and “science‐reasons” since students rarely appear to have access to reasons for what they do or say in such classrooms. The teacher and a colleague, both experts at clinical analysis of teaching, are observed examining and analysing the teaching. This is the setting for developing “interpretation‐reasons” regarding the conduct and events of teaching. The expert‐expert clinical supervision situation is seen as sharpening the requirement for sound, credible interpretation‐reasons beyond that of the more common expert‐novice interaction. 1 An earlier version of this paper was presented at the annual conference of the Canadian Society for the Study of Education at Hamilton, Ontario, in May 1987. The research was supported by Research Grant No. 410‐83‐1232 from the Social Sciences and Humanities Research Council of Canada. [ABSTRACT FROM PUBLISHER] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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