Uncovering Qualities of Teachers' Pedagogical Reasoning Related to Constructivist-Associated Teaching

• In Event: Teachers' Training, Practice, and Research

Abstract

A central aspect in teaching work is pedagogical reasoning, which is also pursued in teacher education. This study presents a qualitative analysis of five primary school teachers’ pedagogical reasoning in the context of constructivist-associated teaching strategies. Semi-structured interviews were used in data gathering, and data were analyzed abductively. Elements of instructional core structure and pedagogical content knowledge (including teacher, students, content, and context of teaching) were first utilized in theory-driven analysis of pedagogical reasons, and then more precise categories were formed inductively. The preliminary results suggest that teachers’ reasons focused largely on students and contents of teaching. Qualities of them are described, helping to further scrutinize pedagogical reasons needed in teaching.

Authors

• Mikko Tiilikainen, University of Turku

• Jukka Husu, University of Turku

• Auli Toom, University of Helsinki