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A Case Study Examining the Impact of Cognitive Load on Reflection and Pre-service Teachers' Transfer of Specific Teaching Behaviors
The purpose of the study was to describe the reflective experiences of pre-service teachers and determine how cognitive load impacts reflection and transfer of specific teaching behaviors. Twenty-seven Career and Technical Education pre-service teachers were randomly placed into 14
teaching teams. The teams taught a pre-written lesson which was videotaped. After the lessons were taught, groups were asked to reflect upon their teaching. Seven groups were randomly assigned to an experimental group whose reflective experience was designed to create higher cognitive load
and the remaining seven assigned to a control group whose reflective experience was designed with less cognitive load. Participants engaged in focus group interviews after the second round of teaching. The researchers concluded that higher cognitive load impacted the depth of reflection and
transfer of specific teaching behaviors. Pre-service teachers acknowledged change in their behavior as a result of their participation in this reflective experience.
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Keywords: Cognitive Load; Pre-service Teachers; Reflection; Teacher Preparation
Document Type: Research Article
Publication date: 01 January 2011
- (CTER) publishes refereed articles that examine research and research-related topics in vocational/career and technical education, career development, human resource development, career issues in the schools (Grades K-12), postsecondary education, adult and lifelong learning, and workforce education. The CTER Editorial Board is committed to publishing scholarly work that represents a variety of conceptual and methodological bases. Submission of manuscripts representing one of the following styles is encouraged: (a) empirically-based manuscripts that report results of original research, either quantitative or qualitative, (b) reviews or synthesis of empirical or theoretical literature, (c) essays derived from original historical or philosophical research, (d) reviews of recently published books, and (e) rejoinders to articles recently published in CTER. CTER will consider for publication papers initially presented at conferences, including those disseminated through conference proceedings.
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