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Examining thought in action: A theoretical and methodological critique of research on interactive teaching
Affiliation:1. Department of Marketing, Norwegian Business School, 0442 Oslo, Norway;2. Department of Innovation and Economic Organisation, Norwegian Business School, 0442 Oslo, Norway
Abstract:The current status and condition of theory and method related to research on interactive teaching is examined using conceptions from cognitive psychological theory, sociolinguistics, and research on professional thinking. Specifically, the conception of teacher-as-decision-maker and the method of stimulated recall are critiqued as means for understanding and researching teachers' thinking-in-action. It is suggested that these be replaced with a conception of teacher-as-professional and a multimethod research approach combining constitutive ethnography, microanalysis of psychological tasks, and in-depth knowledge interviews.
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