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Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios

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This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously confirmed through the use of situational judgement test (SJT) methodology. The authors’ three-step analysis revealed seven concepts that highlighted the motivations and beliefs underlying the reasoning of pre-service teachers. Practical implications include professional development around decision-making during teacher education programs. Future research will explore the use of SJTs in developing key non-academic attributes for effective teaching.
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Keywords: Non-academic attributes; pre-service teachers; reasoning; situational judgement tests; think-aloud interviews

Document Type: Research Article

Affiliations: 1: Faculty of Social Science, School of Education, University of Wollongong, Wollongong, Australia 2: Faculty of Arts and Social Science, School of Education, University of New South Wales, Sydney, Australia

Publication date: August 8, 2019

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