Expert teachers’ interactive cognition: An analysis of stimulated recall.

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Authors

TŮMA František PÍŠOVÁ Michaela NAJVAR Petr JANÍKOVÁ Věra

Year of publication 2014
Type Article in Periodical
Magazine / Source New Educational Review
MU Faculty or unit

Faculty of Education

Citation
Field Pedagogy and education
Keywords interactive cognition; stimulated recall; pedagogical content knowledge; foreign language teaching
Attached files
Description The presented study focuses on the interactive cognition of expert teachers during their teaching. 16 foreign language teachers’ lessons were videotaped and the teachers were asked to reveal their interactive cognition through a stimulated recall interview. The verbal protocols were then analyzed in the light of argumentation analysis and the claims were subject to content analysis. The results showed that individual teachers varied greatly as regards their percentages of stimulated recall as well as other aspects of their interactive cognition, which supports the prototypical view of teacher expertise.
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