Browsing by Author "Aarnihuhta, Minna"

Objectives. The purpose of this thesis is to get a view on one teacher's pedagogical thinking in the stage of interaction and post-interaction (teaching and reflection) inside the cycle of the instructional process of a teacher. The goal is to find out on which pedagogical levels of thinking (action level, object theories, meta theory) does the thinking of the teacher in question set and what reasons does she state for her pedagogical decisions. Previous studies have shown that teacher's thinking is usually quite directed on the teaching action itself without many justifications, eg. distinct learning theories. This master's thesis is an extension to my bachelor's thesis on the same teacher's pedagogical thinking in lesson-planning. Methods. The subject of this thesis was one classroom teacher from Southern Finland. The research material composed of five lesson videos and the teacher's own thoughts on them. The material was collected by stimulated recall method: the videos were watched together with the teacher and discussed upon. The material was analysed by categorizing the teacher's thoughts under the different thinking levels of the Pedagogical Level Thinking Model (Kansanen et al., 2000). Results and conclusions. In accordance with previous studies it is possible to deduce from the results of this thesis that pedagogical thinking during the interactive and post-interactive stages of the instructional process of teaching is very oriented towards the teaching content and goal-setting and it can be categorized on the action level and level of object theories of the Pedagogical Level Thinking Model. While the thinking is very goal-directed it is strongly directed only on the action itself. It seems that some of the pedagogical thinking and knowledge of the teacher in question is tacit. The teacher taking part in this study justified her pedagogical decisions mostly with reasons relating to her own knowledge and her own practical theories in teaching. Not many differences can be found in the teacher's thinking between different school subjects.