Rehearsing to teach: Content-specific deconstruction of instructional explanations in pre-service teacher training

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Giving effective instructional explanations requires a special type of pedagogical content knowledge, that is, foreseeing where students could employ different assumptions in building their understanding of a specific content. This paper proposes the importance of rehearsing instructional explanations and fine-tuning the coherence and meaningfulness of instructional explanations before pre-service teachers start practice teaching, where many complex factors such as classroom management could occupy their minds, so leaving little room for focusing and reflecting on their instructional explanations. The current paper presents actual examples of such rehearsals in which the pre-service teachers demonstrated the need for developing deeper pedagogical understanding of the ways their elementary school students construct their content knowledge. It concludes with the suggestion to provide pre-service teachers with ample opportunities actually to practice explaining specific concepts and engage in post-hoc pedagogical analyses of their explanations in teacher training programmes.

Original languageEnglish
Pages (from-to)47-60
Number of pages14
JournalJournal of Education for Teaching
Volume35
Issue number1
DOIs
Publication statusPublished - 2009 Feb
Externally publishedYes

Fingerprint

teacher training
teacher
teaching practice
elementary school
training program
student
classroom
management

Keywords

  • Instructional explanation
  • Instructional rehearsals
  • Mathematics education
  • Pedagogical content knowledge
  • Pre-service teachers
  • Teacher training

ASJC Scopus subject areas

  • Education

Cite this

@article{5512fbc269bd44f4a4e9f57262bd0cc9,
title = "Rehearsing to teach: Content-specific deconstruction of instructional explanations in pre-service teacher training",
abstract = "Giving effective instructional explanations requires a special type of pedagogical content knowledge, that is, foreseeing where students could employ different assumptions in building their understanding of a specific content. This paper proposes the importance of rehearsing instructional explanations and fine-tuning the coherence and meaningfulness of instructional explanations before pre-service teachers start practice teaching, where many complex factors such as classroom management could occupy their minds, so leaving little room for focusing and reflecting on their instructional explanations. The current paper presents actual examples of such rehearsals in which the pre-service teachers demonstrated the need for developing deeper pedagogical understanding of the ways their elementary school students construct their content knowledge. It concludes with the suggestion to provide pre-service teachers with ample opportunities actually to practice explaining specific concepts and engage in post-hoc pedagogical analyses of their explanations in teacher training programmes.",
keywords = "Instructional explanation, Instructional rehearsals, Mathematics education, Pedagogical content knowledge, Pre-service teachers, Teacher training",
author = "Noriyuki Inoue",
year = "2009",
month = "2",
doi = "10.1080/02607470802587137",
language = "English",
volume = "35",
pages = "47--60",
journal = "Journal of Education for Teaching",
issn = "0260-7476",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Rehearsing to teach

T2 - Content-specific deconstruction of instructional explanations in pre-service teacher training

AU - Inoue, Noriyuki

PY - 2009/2

Y1 - 2009/2

N2 - Giving effective instructional explanations requires a special type of pedagogical content knowledge, that is, foreseeing where students could employ different assumptions in building their understanding of a specific content. This paper proposes the importance of rehearsing instructional explanations and fine-tuning the coherence and meaningfulness of instructional explanations before pre-service teachers start practice teaching, where many complex factors such as classroom management could occupy their minds, so leaving little room for focusing and reflecting on their instructional explanations. The current paper presents actual examples of such rehearsals in which the pre-service teachers demonstrated the need for developing deeper pedagogical understanding of the ways their elementary school students construct their content knowledge. It concludes with the suggestion to provide pre-service teachers with ample opportunities actually to practice explaining specific concepts and engage in post-hoc pedagogical analyses of their explanations in teacher training programmes.

AB - Giving effective instructional explanations requires a special type of pedagogical content knowledge, that is, foreseeing where students could employ different assumptions in building their understanding of a specific content. This paper proposes the importance of rehearsing instructional explanations and fine-tuning the coherence and meaningfulness of instructional explanations before pre-service teachers start practice teaching, where many complex factors such as classroom management could occupy their minds, so leaving little room for focusing and reflecting on their instructional explanations. The current paper presents actual examples of such rehearsals in which the pre-service teachers demonstrated the need for developing deeper pedagogical understanding of the ways their elementary school students construct their content knowledge. It concludes with the suggestion to provide pre-service teachers with ample opportunities actually to practice explaining specific concepts and engage in post-hoc pedagogical analyses of their explanations in teacher training programmes.

KW - Instructional explanation

KW - Instructional rehearsals

KW - Mathematics education

KW - Pedagogical content knowledge

KW - Pre-service teachers

KW - Teacher training

UR - http://www.scopus.com/inward/record.url?scp=61449254651&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=61449254651&partnerID=8YFLogxK

U2 - 10.1080/02607470802587137

DO - 10.1080/02607470802587137

M3 - Article

AN - SCOPUS:61449254651

VL - 35

SP - 47

EP - 60

JO - Journal of Education for Teaching

JF - Journal of Education for Teaching

SN - 0260-7476

IS - 1

ER -