ABSTRACT

This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. Student teacher’s action-oriented knowledge is understood as core capability for the practice of teaching, and learning of action-oriented knowledge needs to be facilitated during teacher education. Action-oriented knowledge integrates theoretical and practical aspects of teaching, and it needs to be investigated in the context of teaching practice in teacher education. The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning. Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections. The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK. The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications. The study confirms that teacher candidates’ videos can extend their focus of teaching and afford more attention to student learning.

摘要

这项研究调查了学生教师（N = 82）的行动导向知识（AOK）的学习，触发教学实践的事件以及两者之间的关系。学生教师的行动导向知识被理解为教学实践的核心能力，在教师教育过程中需要促进行动导向知识的学习。面向行动的知识整合了教学的理论和实践方面，需要在教师教育的教学实践中对其进行研究。结果表明，学生教师发现与教学关系有关的重大事件（57％），教学关系（39％）和内容关系（4％）对他们的学习有意义。在关系中，学生教师表现出描述性（43％），推理（24％）和合理（33％）的AOK。与教学和教学关系有关的事件尤其引发了描述性和合理性的AOK。结果表明，应试者AOK的反思从对他们的教学的评价性描述开始，然后转向实际理由。研究证实，教师应聘者的视频可以扩展他们的教学重点，并更加关注学生的学习。