Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 23, 2019 - Issue 4
471
Views
4
CrossRef citations to date
0
Altmetric
Original Articles

Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios

ORCID Icon, ORCID Icon & ORCID Icon
Pages 425-446 | Received 06 Aug 2017, Accepted 21 Nov 2018, Published online: 14 Aug 2019

References

  • AITSL (Australian Institute for Teaching and School Leadership). 2015. Action Now: Selection Of Entrants Into Initial Teacher Education Guidelines. Victoria, Australia. Accessed May 10, 2019. https://www.aitsl.edu.au/Docs/Default-Source/Default-Document-Library/Aitsl-Selection-Guidelines.Pdf?Sfvrsn=Cef9ec3c_0
  • Anderberg, E. 2000. “Word Meaning and Conceptions. An Empirical Study of Relationships between Students’ Thinking and Use of Language When Reasoning about a Problem.” Instructional Science 28 (2): 89–113. doi:10.1023/a:1003612324706.
  • Australian Government. 2018. Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools. Canberra, ACT: Commonwealth of Australia. Accessed May 10, 2019. https://docs.education.gov.au/documents/through-growth-achievement-report-review-achieve-educational-excellence-australian-0
  • Avalos, B. 2011. “Teacher Professional Development in Teaching and Teacher Education over Ten Years.” Teaching and Teacher Education 27 (1): 10–20. doi:10.1016/j.tate.2010.08.007.
  • Bandura, A. 1986. “The Explanatory and Predictive Scope of Self-Efficacy Theory.” Journal of Social and Clinical Psychology 4 (3): 359–373. doi:10.1521/jscp.1986.4.3.359.
  • Bandura, A. 1997. Self-Efficacy: The Exercise of Control. New York: Freeman.
  • Bowles, T., J. Hattie., S. Dinham., J. Scull, and J. Clinton. 2014. “Proposing a Comprehensive Model for Identifying Teaching Candidates.” The Australian Educational Researcher 41 (4): 365–380. doi:10.1007/s13384-014-0146-z.
  • Bullough, R. V. 1997. “Practicing Theory and Theorizing Practice in Teacher Education.” In Purpose, Passion and Pedagogy in Teacher Education, edited by J. Loughran and T. Russell, 13–31. London: Falmer Press.
  • Carney, M. 2006. “Positive and Negative Outcomes from Values and Beliefs Held by Healthcare Clinician and Non-Clinician Managers.” Journal of Advanced Nursing 54 (1): 111–119. doi:10.1111/j.1365-2648.2006.03795.x.
  • Charters, E. 2003. “The Use of Think-Aloud Methods in Qualitative Research: An Introduction to Think-Aloud Methods.” Brock Education Journal 12 (2): 68–82. doi:10.26522/brocked.v12i2.38.
  • Courneya, C., D. D. Pratt, and J. Collins. 2008. “Through What Perspective Do We Judge the Teaching of Peers?” Teaching and Teacher Education 24 (1): 69–79. doi:10.1016/j.tate.2007.01.009.
  • Cox, C. B., L. G. Barron, W. Davis, and B. de la Garza. 2017. “Using Situational Judgment Tests (SJTs) in Training: Development and Evaluation of a Structured, Low-Fidelity Scenario-Based Training Method.” Personnel Review 46 (1): 36–45. doi:10.1108/pr-05-2015-0137.
  • Cummings, R., S. Harlow, and C. D. Maddux. 2007. “Moral Reasoning of In-Service and Pre-Service Teachers: A Review of the Research.” Journal of Moral Education 36 (1): 67–78. doi:10.1080/03057240601185471.
  • Day, C., and Q. Gu. 2010. The New Lives of Teachers. New York: Routledge.
  • Decker, L. E., and S. E. Rimm-Kaufman. 2008. “Personality Characteristics and Teacher Beliefs among Pre-Service Teachers.” Teacher Education Quarterly 35 (2): 45–64. http://www.jstor.org/stable/23479223
  • Dottin, E. S. 2009. “Professional Judgment and Dispositions in Teacher Education.” Teaching and Teacher Education 25 (1): 83–88. doi:10.1016/j.tate.2008.06.005.
  • Durksen, T. L., and R. M. Klassen. 2018. “The Development of a Situational Judgement Test of Personal Attributes for Quality Teaching in Rural and Remote Australia.” The Australian Educational Researcher 45 (2): 255–276. doi:10.1007/s13384-017-0248-5.
  • Ericsson, K., and H. Simon. 1984. Protocol Analysis: Verbal Reports as Data. Cambridge, MA: MIT Press.
  • Ericsson, K. A., and H. A. Simon. 1980. “Verbal Reports as Data.” Psychological Review 87 (3): 215–251. doi:10.1037/0033-295X.87.3.215.
  • Fitch, K. L., and R. E. Saunders. 1994. “Culture, Communication and Preferences for Directness in Expression of Directives.” Communication Theory 4 (3): 219–245. doi:10.1111/j.1468-2885.1994.tb00091.x.
  • Fives, H., and M. M. Buehl. 2012. “Spring Cleaning for the ‘Messy’ Construct of Teachers’ Beliefs: What Are They? Which Have Been Examined? What Can They Tell Us.” In APA Handbooks in Psychology. APA Educational Psychology Handbook, Vol. 2. Individual Differences and Cultural and Contextual Factors, edited by K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, and M. Zeidner, 471–499. Washington, DC: American Psychological Association. doi:10.1037/13274-019.
  • Fonteyn, M. E., B. Kuipers, and S. J. Grobe. 1993. “A Description of Think Aloud Method and Protocol Analysis.” Qualitative Health Research 3 (4): 430–441. doi:10.1177/104973239300300403.
  • Hargreaves, A., and M. Fullan. 2000. “Mentoring in the New Millennium.” Theory into Practice 39 (1): 50–56. doi:10.1207/s15430421tip3901_8.
  • Hargreaves, A., and M. Fullan. 2012. Professional Capital: Transforming Teaching in Every School. New York: Teachers College Press, Columbia University.
  • Hobson, A. J., P. Ashby, J. Mcintyre, and A. Malderez. 2010. “International Approaches to Teacher Selection and Recruitment.” OECD Education Working Papers, no. 47.
  • Hyland, F., and M. M. Lo. 2006. “Examining Interaction in the Teaching Practicum: Issues of Language, Power and Control.” Mentoring and Tutoring: Partnership in Learning 14 (2): 163–186. doi:10.1080/13611260500493535.
  • Johnson, K. E. 2009. Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge.
  • Johnson, K. E., and P. R. Golombek. 2011. “A Sociocultural Theoretical Perspective on Teacher Professional Development.” In Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development, edited by K. E. Johnson and P. R. Golombek, 2–12. New York: Routledge.
  • Kim, L. E., and R. M. Klassen. 2018. “Teachers’ Cognitive Processing of Complex School-Based Scenarios: Differences across Experience Levels.” Teaching and Teacher Education 73: 215–226. doi:10.1016/j.tate.2018.04.006.
  • Klassen, R. M., T. L. Durksen, F. Patterson, and E. Rowett. 2017. “Filtering Functions of Assessment for Selection into Initial Teacher Education Programs.” In The Sage Handbook of Research on Teacher Education, edited by J. Clandinin and J. Husu, 893–909. London, UK: Sage Publishers.
  • Klassen, R. M., and T. L. Durksen. 2014. “Weekly Self-Efficacy and Work Stress during the Teaching Practicum: A Mixed Methods Study.” Learning and Instruction 33: 158–169. doi:10.1016/j.learninstruc.2014.05.003.
  • Klassen, R. M., T. L. Durksen, E. Rowett, and F. Patterson. 2014. “Applicant Reactions to a Situational Judgment Test Used for Selection into Initial Teacher Training.” International Journal of Educational Psychology 3 (2): 104–124. doi:10.4471/ijep.2014.07.
  • Klenowski, V. 2013. “Investigating the Complexity of Judgement Practice.” Assessment in Education: Principles, Policies and Practices 20 (1): 1–4. doi:10.1080/0969594x.2012.745702.
  • Korthagen, F. A. J. 2004. “In Search of the Essence of a Good Teacher: Towards a More Holistic Approach in Teacher Education.” Teaching and Teacher Education 20 (1): 77–97. doi:10.1016/j.tate.2003.10.002.
  • Kuipers, B., and J. P. Kassirer. 1984. “Causal Reasoning in Medicine: Analysis of a Protocol.” Cognitive Science 8 (4): 363–385. doi:10.1207/s15516709cog0804_3.
  • Lanas, M., and G. Kelchtermans. 2015. “‘This Has More to Do with Who I Am than with My Skills” – Student Teacher Subjectification in Finnish Teacher Education.” Teaching and Teacher Education 47: 22–29. doi:10.1016/j.tate.2014.12.002.
  • Levin, B. 2015. “Development of Teachers’ Beliefs.” In  International Handbook of Research on Teachers’ Beliefs, edited by H. Fives and M. G. Gill, 48–65. New York: Routledge.
  • Mandinach, E. B., and E. S. Gummer. 2013. “A Systemic View of Implementing Data Literacy in Educator Preparation.” Educational Researcher 42 (1): 30–37. doi:10.3102/0013189X12459803.
  • Mercer, S., and S. Ryan. 2009. “A Mindset for EFL: Learners’ Beliefs about the Role of Natural Talent.” ELT Journal 64 (94): 436–444. doi:10.1093/elt/ccp083.
  • Meristo, M., and E. Eisenschmidt. 2014. “Novice Teachers’ Perceptions of School Climate and Self-Efficacy.” International Journal of Educational Research 67: 1–10. doi:10.1016/j.ijer.2014.04.003.
  • Motowidlo, S. J., and M. E. Beier. 2010. “Differentiating Specific Job Knowledge from Implicit Trait Policies in Procedural Knowledge Measured by a Situational Judgment Test.” Journal of Applied Psychology 95 (2): 321–333. doi:10.1037/a0017975.
  • Ng, W., H. Nicholas, and A. Williams. 2010. “School Experience Influences on Pre-Service Teachers’ Evolving Beliefs about Effective Teaching.” Teaching and Teacher Education 26 (2): 278–289. doi:10.1016/j.tate.2009.03.010.
  • Nunan, D., and K. M. Bailey. 2009. Exploring Second Language Classroom Research: A Comprehensive Guide. Boston, MA: Cengage Learning.
  • Olson, G. M., S. A. Duffy, and R. L. Mack. 1984. “Thinking-Out-Loud as a Method for Studying Real-Time Comprehension Processes.” In New Methods in Reading Comprehension Research, edited by D. Kieras and M. A. Just, 253–286. Hillsdale, NJ: Erlbaum.
  • Patterson, F., V. Ashworth, and D. Good. 2013. Situational Judgement Tests: A Guide for Applicants to the UK Foundation Programme. Medical School Council. Accessed July 12, 2019. https://pdfs.semanticscholar.org/ac8b/c91346513fae53060b702e6c49df09fdfa09.pdf
  • Pittaway, S. M. 2012. “Student and Staff Engagement: Developing an Engagement Framework in a Faculty of Education.” Australian Journal of Teacher Education 37 (4): 37–45. doi:10.14221/ajte.2012v37n4.8.
  • Rajuan, M., D. Beijaard, and N. Verloop. 2007. “The Role of the Cooperative Teacher: Bridging the Gap between the Expectations of Cooperative Teachers and Student Teachers.” Mentoring and Tutoring: Partnership in Learning 15 (3): 223–242. doi:10.1080/13611260701201703.
  • Rogers, C., and K. Scott. 2008. “The Development of Personal Self and Professional Identity in Learning to Teach.” In Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts, edited by M. Cochran-Smith, S. Feiman-Nemser, D. J. Mcintyre, and K. E. Demers, 732–755. New York: Routledge.
  • Ryan, A. M., and R. E. Ployhart. 2014. “A Century of Selection.” Annual Review of Psychology 65: 693–717. doi:10.1146/annurev-psych-010213-115134.
  • Sachs, J. 2005. “Teacher Education and Development of Professional Identity: Learning to Be a Teacher.” In Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities, edited by P. Denicolo and M. Kompt, 5–21. Oxford: Routledge.
  • Schultheiss, O., and J. Brunstein. 2010. Implicit Motives. Oxford: Oxford University Press.
  • Sheridan, L. M., and M. Young. 2016. “Genuine Conversation: The Enabler in Good Mentoring of Pre-Service Teachers.” Teachers and Teaching 23 (6): 658–673. doi:10.1080/13540602.2016.1218327.
  • Strong, M., and B. Baron. 2004. “An Analysis of Mentoring Conversations with Beginning Teachers: Suggestions and Responses.” Teaching and Teacher Education 20: 47–57. doi:10.1016/j.tate.2003.09.005.
  • Swanson, H. L., J. E. O’Connor, and J. B. Cooney. 1990. “An Information Processing Analysis of Expert and Novice Teachers’ Problem Solving.” American Educational Research Journal 27 (3): 533–556. doi:10.2307/1162935.
  • Weekley, J. A., R. E. Ployhart, and B. C. Holtz. 2006. On the Development of Situational Judgment Tests: Issues in Item Development, Scaling, and Scoring. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Whelpley, C. E. 2014. “How to Score Situational Judgment Tests: A Theoretical Approach and Empirical Test.” PhD diss., Virginia Commonwealth University.
  • Zanting, A., N. Verloop, and J. D. Vermunt. 2001. “Student Teachers’ Beliefs about Mentoring And Learning to Teach during Teaching Practice.” British Journal of Educational Psychology 71(1): 57–80. doi: 10.1348/000709901158398

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.