Pedagogical Decision Making through the Lens of Teacher Preparation Program

Year 2016, Volume: 4 Issue: 1, 41 - 52, 06.12.2015

Veena Prachagool Prasart Nuangchalerm , Ganakumaran Subramaniam Jiří Dostál

Abstract

Pedagogical decision making is very important for professional teachers, it concerns belief, self-efficacy, and actions that teachers expose to classroom. This paper employed theoretical lens and education policy in Thailand to examine the preservice teachers’ views about pedagogical decision making. Discussion helps school mentors understand preservice teacher to pedagogical decisions during the teacher. The implications of study can be used for science teacher education to promote 21st century instruction.

Keywords

preservice teacher, teacher preparation, professional development, pedagogical decision making

References

• Beijaard, D., & Verloop, N. (1996). Assessing teachers' practical knowledge. Studies in Educational Evaluation, 22(3), 275-286.
• Bruner, J. (1963). Structures in learning. NEA Journal, 52(3), 26-27.
• Carr, D. (1999). Professional education and professional ethics right to die or duty to live?. Journal of Applied Philosophy, 16(1), 33-46.
• Clark, C., & Lampert, M. (1986). The study of teacher thinking: implications for teacher education. Journal of Teacher Education, 37(5), 27-31.
• Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. Studying teacher education: The report of the AERA panel on research and teacher education, 309-424.
• Eggleston, J. (1979). Teacher decision-making in the classroom: a collection of papers. Routledge & Kegan Paul Books.
• Freeman, D. (1989). Teacher training, development, and decision making: a model of teaching and related strategies for language teacher education. TESOL Quarterly, 23(1), 27-45.
• Getzels, J. W., & Jackson, P. W. (1963). The teacher's personality and characteristics. Handbook of Research On Teaching, 506-582.
• Grisham, D. L., Laguardia, A., & Brink, B. (2000). Partners in professionalism: Creating a quality field experience for preservice teachers. Action in Teacher Education, 21(4), 27-40.
• Kennedy, M. (1999). The role of preservice teacher education. Teaching as the learning profession: Handbook of policy and practice, 54-85.
• Kitchener, K. S. (1984). Intuition, critical evaluation and ethical principles: The foundation for ethical decisions in counseling psychology. The Counseling Psychologist, 12(3-4), 43-55.
• Liljestrand, J. (2014). Teacher education for democratic participation: the need for teacher judgement in times of evidence-based teaching. Citizenship, Social and Economics Education, 13(3), 175-184.
• Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass, 350 Sansome Street, San Francisco, CA 94104-1310.
• Mezirow, J. (1993). A transformation theory of adult learning. In Adult Education Research Annual Conference Proceedings (pp. 141-146).
• Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5-12.
• Nuangchalerm, P., & Chansirisira, P. (2012). Community service and university roles: an action research based on the philosophy of sufficiency economy. US-China Education Review, 4, 453-459.
• Nuangchalerm, P., & Prachagool, V. (2010a). Influences of teacher preparation program on preservice science teachers’ beliefs. International Education Studies, 3(1), 87-91.
• Nuangchalerm, P., & Prachagool, V. (2010b). Promoting transformative learning of preservice teacher through contemplative practices. Asian Social Science, 6(1), 95-99.
• Nuangchalerm, P. (2014). Service learning in science teacher preparation program: concepts and practices. Chemistry: Bulgarian Journal of Science Education, 23(6), 815-828.
• Office of the Education Council. (2005). National education standards. Bangkok: ONEC.
• Office of the Education Council. (2010). Policy guidance for teachers and educators development. Bangkok: ONEC.
• Parker, W. C. (1984). Developing teachers’ decision making. The Journal of Experimental Education, 52(4), 220-226.
• Prachagool, V., & Nuangchalerm, P. (2012). Study on group-based problem-solving of pre-service teachers in early childhood education program. Journal of Applied Sciences Research, 8(3), 1642-1645.
• Quasthoff, U., & Wild, E. (2014). Learning in context from an interdisciplinary perspective. Learning, Culture and Social Interaction, 3(2), 69-76.
• Teacher Council of Thailand. (2013). Teacher profession standards. Online available at http://www.ksp.or.th/ksp2013/content/view.php?mid=136&did=254.
• Tom, A. R., & Valli, L. (1990). Professional knowledge for teachers. Handbook of research on teacher education, 373-392.
• Smith, W. K. (2014). Dynamic decision making: A model of senior leaders managing strategic paradoxes. Academy of Management Journal, 57(6), 1592-1623.
• Shulman, L. S. (1986) Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Shulman, L. S. (1992). “Toward a pedagogy of cases.” In J. H. Shulman (Ed.), Case methods in teacher education. New York: Teachers College Press.