Expert teachers’ interactive cognition: An analysis of stimulated recall

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F14%3A00074191" target="_blank" >RIV/00216224:14410/14:00074191 - isvavai.cz</a>

Result on the web

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DOI - Digital Object Identifier

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Result language

angličtina

Original language name

Expert teachers’ interactive cognition: An analysis of stimulated recall

Original language description

The presented study focuses on the interactive cognition of expert teachers during their teaching. 16 foreign language teachers? lessons were videotaped and the teachers were asked to reveal their interactive cognition through a stimulated recall interview. The verbal protocols were then analyzed in the light of argumentation analysis and the claims were subject to content analysis. The results showed that individual teachers varied greatly as regards their percentages of stimulated recall as well as other aspects of their interactive cognition, which supports the prototypical view of teacher expertise.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

Result was created during the realization of more than one project. More information in the Projects tab.

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2014

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

New Educational Review

ISSN

1732-6729

e-ISSN

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Volume of the periodical

36

Issue of the periodical within the volume

2

Country of publishing house

PL - POLAND

Number of pages

11

Pages from-to

289-299

UT code for WoS article

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EID of the result in the Scopus database

2-s2.0-84904344461