Making Sense of Experienced Teachers’ Interactive Decisions: Implications for Expertise in Teaching

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dc.contributor.authorGun, Bahar
dc.date.accessioned2022-03-22T10:15:25Z
dc.date.available2022-03-22T10:15:25Z
dc.date.issued2014
dc.departmentİnönü Üniversitesien_US
dc.description.abstractTeachers’ decision making has always been an area of curiosity in many studies related to teachers and teaching. One approach to understanding teachers’ decisions is through the analysis of their reflection-in-action behaviours. This study, based on the premise that one can gain understanding from examining experienced teachers’ classroom performances, focuses on the interactive decisions made by ten experienced language teachers. The study presents the findings of an analysis of similarities in the motivations behind teachers’ interactive decisions, as demonstrated in their verbal reports following the video recorded lesson observations. These findings show that there are both shared pedagogical and affective attributes among participant teachers. These results, and the insight they give into experienced teachers’ decision making are potentially beneficial for all pre-service and practising teachers.en_US
dc.identifier.citationGun, B. (2013). Making Sense of Experienced Teachers’ Interactive Decisions: Implications for Expertise in Teaching . International Journal of Instruction , 7 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5136/69987en_US
dc.identifier.urihttps://hdl.handle.net/11616/56917
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleMaking Sense of Experienced Teachers’ Interactive Decisions: Implications for Expertise in Teachingen_US
dc.typeArticleen_US

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