The Reasoning of Expert STEM Teachers: A Scenario-Based Think-Aloud Study

• In Event: Marriott Roundtable Session 17
  In Roundtable Session: Impacts on the Lives of Teachers

Abstract

This think-aloud study sought to understand the reasoning of twelve expert STEM teachers through a qualitative application of the situational judgement test (SJT) methodology. During think aloud interviews, participants were presented with SJT items consisting of contextualized and challenging teaching scenarios designed to target non-academic attributes necessary for effective teaching. Results highlight the motivations and beliefs underlying the reasoning processes of expert teachers. Similarities and differences between preservice (from previous research) and expert reasoning in this study pave the way for practical implications including professional development of STEM teachers. This presentation will conclude by recommending research to evaluate the use of scenario-based interventions with preservice and expert STEM teachers.

Authors

• Lynn Sheridan, University of Wollongong

• Tracy Lyn Durksen, University of New South Wales