Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
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
Published inTeaching and Teacher Education
© 2021 The Authors
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.
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Related funder(s)Academy of Finland; Finnish Work Environment Fund
Funding program(s)Academy Project, AoF; Others
Additional information about fundingThe 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).
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