Assessing situated knowledge in secondary teacher training by using video cases

Walter Geerts, Anne van der Werff, Hans Hummel, Henderien W. Steenbeek, Paul L.C. van Geert

    Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingProfessional

    Abstract

    Experienced teachers subconsciously make use of situated knowledge, which is knowledge that is readily available, holistic, contextual and linked to specific situations, in order to solve incidents in everyday teaching. Situated knowledge is important in teaching and should therefore be assessed in teacher training programmes. Situated knowledge can be assessed by using cases and by setting higher learning objectives, on condition that both explicitlty address the situated nature of this knowledge. The main question in this study is: Do teacher trainers use cases that are aimed at acquiring situated knowledge? Emprirical research carried out in eleven secondary teacher-training programmes revealed that only one of these programmes indeed assessed situated knowledge.
    Original languageEnglish
    Title of host publicationEAPRIL 2015 Proceedings
    Pages46-58
    Number of pages13
    Edition2
    Publication statusPublished - Mar 2016
    EventEAPRIL 2015 Conference: Educating the generation of tomorrow - University of Luxembourg, Bel-Val, Luxembourg
    Duration: 24 Nov 201527 Nov 2015
    https://eapril.org/eapril-2015

    Publication series

    SeriesEAPRIL Proceedings

    Conference

    ConferenceEAPRIL 2015 Conference
    Country/TerritoryLuxembourg
    CityBel-Val
    Period24/11/1527/11/15
    Internet address

    Keywords

    • Video cases
    • teacher training

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