Cultivating teacher thinking: ideas and practice

Jia Li Huang*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

6 引文 斯高帕斯(Scopus)

摘要

This paper aims to develop, through a literature analysis, a portrait of the functioning and practice of teacher thinking at government and university levels. Teacher thinking is defined as habits and strategies or the habit of thinking used to collect information, analyze, understand institution, reflect, solve problems, inform decisions, initiate action, and accumulate practical wisdom. Teachers develop the habit of accumulating practical wisdom to make good decisions for student learning. To cultivate thinking skills, governments can enact teacher professional standards and teacher education curricula. Field experience at the university level should also be designed to involve multiple teaching strategies and a coherent and consistent learning experience in different educational courses, which will help foster thinking habits to accumulate practical wisdom. Portfolio assessment, performance-based assessment, and teacher situational judgment tests can be used to assess teacher candidates’ thinking and cognition regarding teaching and learning.

原文英語
頁(從 - 到)247-257
頁數11
期刊Educational Research for Policy and Practice
14
發行號3
DOIs
出版狀態已發佈 - 2015 十月 29

ASJC Scopus subject areas

  • 教育
  • 社會學與政治學

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