2026-08-25T21:29:37Zhttps://gredos.usal.es/oai/request

oai:gredos.usal.es:10366/1552852025-04-30T20:44:31Zcom_10366_155055com_10366_4512com_10366_3823col_10366_155056

Toom, Auli Tiilikainen, Mikko Heikonen, Lauri Leijen, Äli Mena Marcos, Juan José Husu, Jukka 2024-02-05T08:57:22Z 2024-02-05T08:57:22Z 2019-08-21 2099-09-09 Toom, A., Tiilikainen, M., Heikonen, L., Leijen, Ä., Mena, J., & Husu, J. (2019). Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice. Teachers and Teaching: Theory and Practice, 25(5), 536-552. https://doi.org/10.1080/13540602.2019.1652162 1354-0602 http://hdl.handle.net/10366/155285 doi.org/10.1080/13540602.2019.1652162 [EN] 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. eng Taylor & Francis Teachers and Teaching _Theory and Practice; Volume 25, 2019 - Issue 5: Policy, teacher education and the quality of teachers and teaching Submit an article Journal homepage https://doi.org/10.1080/13540602.2019.1652162 Student teachers Action-oriented knowledge Critical incidents Teacher education Teaching practice 5802.04 Niveles y Temas de Educación Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/embargoedAccess Teachers and Teaching: Theory and Practice 25 5 536 552