Questioning good practice: using speculative scenarios to develop knowledge of teacher thinking

Andrea Allard, Ninetta Santoro

    Research output: Book chapter/Published conference paperChapter

    Abstract

    Learning to teach is a complex, multi-dimensional process that requires novice teachers to make meaningful links between learning theories and classroom pedagogies, curriculum planning and assessment strategies while reflecting and analysing the impact of such decisions on children's learning outcomes. In this chapter, we discuss how we use speculative scenarios, accompanied by focus questions, to develop and deepen our pre-service students' analytical skills and reflections on practice.
    Original languageEnglish
    Title of host publicationPreparing graduates for the professions using scenario-based learning
    EditorsEdward Peter Errington
    Place of PublicationBrisbane
    PublisherPost Pressed
    Pages235-245
    Number of pages11
    Edition19
    ISBN (Print)9781921214660
    Publication statusPublished - 2010

    Fingerprint

    Dive into the research topics of 'Questioning good practice: using speculative scenarios to develop knowledge of teacher thinking'. Together they form a unique fingerprint.

    Cite this