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首页> 外文期刊>Journal of Education and Practice >Pedagogical Reasoning in Teacher Education: The Unexplored Route to Intellectual Development – A Study of the Practicum in Kenya
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Pedagogical Reasoning in Teacher Education: The Unexplored Route to Intellectual Development – A Study of the Practicum in Kenya

机译：教师教育中的教学推理：通往智力发展的未探索之路–肯尼亚的实践研究

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摘要

In this paper, I argue that when teacher education (TE) only aims at student teachers’ mastery of procedural knowledge, the envisaged intellectual development that teachers need so that they can, in turn, facilitate similar development in their learners cannot be realised. My argument is based on a study I conducted in Kenya, in which I investigated what English language student teachers learn during the practicum and the issues that influence their learning. Generally, the data showed that they mainly acquired procedural knowledge but failed to develop pedagogical reasoning, which - arguably - ought to be the main goal of TE.
机译：在本文中，我认为，当教师教育（TE）仅针对学生教师对程序知识的掌握时，无法实现教师所需要的设想的智力开发，以便他们反过来可以促进学习者的类似发展。我的论据是基于我在肯尼亚进行的一项研究，在该研究中，我调查了英语学生教师在实习期间学到了什么以及影响他们学习的问题。总体而言，数据表明，他们主要获得程序知识，但未能发展教学论推理，这可以说是TE的主要目标。

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