Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
Abstract
This mixed-method study explored 54 Finnish Grade 1 teachers' professional vision and teaching experience. Teachers' retrospective think-aloud interviews, conducted while watching their eye-tracking recordings of classroom actions, were analysed according to the domains of knowledge-based reasoning. Negative associations between teaching experience and amount of knowledge-based reasoning were found. The qualitative examination of three teachers with different amounts of teaching experience provided concrete examples and broadened the findings. We suggest that teachers’ knowledge-based reasoning should be seen not only as an ability that increases with experience but also as an ability that can be trained in early career stage.
Main Authors
Format
Articles
Research article
Published
2021
Series
Subjects
Publication in research information system
Publisher
Elsevier BV
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202107274394Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
0742-051X
DOI
https://doi.org/10.1016/j.tate.2021.103458
Language
English
Published in
Teaching and Teacher Education
Citation
- Muhonen, H., Pakarinen, E., & Lerkkanen, M.-K. (2021). Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers. Teaching and Teacher Education, 106, Article 103458. https://doi.org/10.1016/j.tate.2021.103458
License
Funder(s)
Research Council of Finland
Finnish Work Environment Fund
Funding program(s)
Academy Project, AoF
Others
Akatemiahanke, SA
Muut
Additional information about funding
The study was funded by the Academy of Finland (No. 317610), the Finnish Work Environment Fund, and Ella and Georg Ehrnrooth Foundation. We would like to thank Professor Antje von Suchodoletz for supporting the design of the analysis framework. The design of the analysis framework was funded by the New York University Abu Dhabi Research Enhancement Fund (No. RE059).
Copyright© 2021 The Authors