Reasoning Processes of Preservice Teachers: A Think-Aloud Study Using Contextualized Teaching Scenarios

• In Event: Sheraton Roundtable Session 33
  In Roundtable Session: This We Believe: Teachers' Mind-Sets and Teaching Practice

Abstract

This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with twelve teacher education students at the beginning of their degree program (six elementary and six secondary). Interviews focused on contextualized and challenging teaching scenarios with a range of response options previously confirmed through an application of the situational judgement test (SJT) methodology. Our three-step analysis revealed seven themes (e.g., context, communication) that highlighted the motivations and beliefs underlying the reasoning processes of pre-service teachers. Practical implications include professional development around decision-making during teacher education programs. Future research will explore the use of SJTs in developing and fostering key non-academic attributes for effective teaching.

Authors

• Lynn Sheridan, University of Wollongong

• Tracy Lyn Durksen, University of New South Wales

• Sharon Tindall-Ford, University of Wollongong