@article {Sheridan:2019:1366-4530:425,
title = "Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios",
journal = "Teacher Development",
parent_itemid = "infobike://routledg/rtde",
publishercode ="routledg",
year = "2019",
volume = "23",
number = "4",
publication date ="2019-08-08T00:00:00",
pages = "425-446",
itemtype = "ARTICLE",
issn = "1366-4530",
eissn = "1747-5120",
url = "https://www.ingentaconnect.com/content/routledg/rtde/2019/00000023/00000004/art00002",
doi = "doi:10.1080/13664530.2019.1640281",
keyword = "pre-service teachers, reasoning, Non-academic attributes, think-aloud interviews, situational judgement tests",
author = "Sheridan and Durksen and Tindall-Ford",
abstract = "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.",
}