The influence of discipline on teachers’ knowledge and decision making

Michael Phillips; Vitomir Kovanović; Ian Mitchell; Dragan Gašević

doi:10.1007/978-3-030-33232-7_15

The influence of discipline on teachers’ knowledge and decision making

Michael Phillips, Vitomir Kovanović, Ian Mitchell, Dragan Gašević

Department of Data Science & AI

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

8 Citations (Scopus)

Abstract

The knowledge required by teachers has long been a focus of public and academic attention. Following a period of intense research interest in teachers’ knowledge in the 1980s and 1990s, many researchers have adopted Shulman’s suggestion that expert teaching practice is based on seven forms of knowledge which collectively are referred to as a knowledge base for teaching. Shulman’s work also offered a decision-making framework known as pedagogical reasoning and action, which allows teachers to use their seven forms of knowledge to make effective pedagogical decisions. Despite the widespread acceptance of these ideas, no empirical evidence exploring the connections between knowledge and decision-making is evident in the research literature. This paper reports on a pilot study in which the connections between knowledge and decisions in science, mathematics and information technology teachers’ lesson plans are quantified and represented using epistemic network analysis. Findings reveal and levels of complexity that have been intimated but, until now, not supported with empirical evidence.

Original language	English
Title of host publication	Advances in Quantitative Ethnography
Subtitle of host publication	First International Conference, ICQE 2019 Madison, WI, USA, October 20–22, 2019 Proceedings
Editors	Brendan Egan, Morten Misfeldt, Amanda Siebert-Evenstone
Place of Publication	Cham Switzerland
Publisher	Springer
Pages	177-188
Number of pages	12
Edition	1st
ISBN (Electronic)	9783030332327
ISBN (Print)	9783030332310
DOIs	https://doi.org/10.1007/978-3-030-33232-7_15
Publication status	Published - 11 Oct 2019
Event	International Conference on Quantitative Ethnography 2019 - The Pyle Center, University of Wisconsin-Madison, Madison, United States of America Duration: 20 Oct 2019 → 22 Oct 2019 Conference number: 1st http://icqe19.org/ https://link.springer.com/book/10.1007/978-3-030-33232-7 (Proceedings) http://icqe19.org (Website)

Publication series

Name	Communications in Computer and Information Science
Volume	1112
ISSN (Print)	1865-0929
ISSN (Electronic)	1865-0937

Conference

Conference	International Conference on Quantitative Ethnography 2019
Abbreviated title	ICQE 2019
Country/Territory	United States of America
City	Madison
Period	20/10/19 → 22/10/19
Internet address	http://icqe19.org/ https://link.springer.com/book/10.1007/978-3-030-33232-7 (Proceedings) http://icqe19.org (Website)

Keywords

teacher knowledge
teacher decision making
epistemic network analysis

Access to Document

10.1007/978-3-030-33232-7_15

Cite this

Phillips, M., Kovanović, V., Mitchell, I., & Gašević, D. (2019). The influence of discipline on teachers’ knowledge and decision making. In B. Egan, M. Misfeldt, & A. Siebert-Evenstone (Eds.), Advances in Quantitative Ethnography: First International Conference, ICQE 2019 Madison, WI, USA, October 20–22, 2019 Proceedings (1st ed., pp. 177-188). (Communications in Computer and Information Science; Vol. 1112). Springer. https://doi.org/10.1007/978-3-030-33232-7_15

Phillips, Michael ; Kovanović, Vitomir ; Mitchell, Ian et al. / The influence of discipline on teachers’ knowledge and decision making. Advances in Quantitative Ethnography: First International Conference, ICQE 2019 Madison, WI, USA, October 20–22, 2019 Proceedings. editor / Brendan Egan ; Morten Misfeldt ; Amanda Siebert-Evenstone. 1st. ed. Cham Switzerland : Springer, 2019. pp. 177-188 (Communications in Computer and Information Science).

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Phillips, M, Kovanović, V, Mitchell, I & Gašević, D 2019, The influence of discipline on teachers’ knowledge and decision making. in B Egan, M Misfeldt & A Siebert-Evenstone (eds), Advances in Quantitative Ethnography: First International Conference, ICQE 2019 Madison, WI, USA, October 20–22, 2019 Proceedings. 1st edn, Communications in Computer and Information Science, vol. 1112, Springer, Cham Switzerland, pp. 177-188, International Conference on Quantitative Ethnography 2019, Madison, Wisconsin, United States of America, 20/10/19. https://doi.org/10.1007/978-3-030-33232-7_15

The influence of discipline on teachers’ knowledge and decision making. / Phillips, Michael; Kovanović, Vitomir; Mitchell, Ian et al.
Advances in Quantitative Ethnography: First International Conference, ICQE 2019 Madison, WI, USA, October 20–22, 2019 Proceedings. ed. / Brendan Egan; Morten Misfeldt; Amanda Siebert-Evenstone. 1st. ed. Cham Switzerland: Springer, 2019. p. 177-188 (Communications in Computer and Information Science; Vol. 1112).

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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Phillips M, Kovanović V, Mitchell I, Gašević D. The influence of discipline on teachers’ knowledge and decision making. In Egan B, Misfeldt M, Siebert-Evenstone A, editors, Advances in Quantitative Ethnography: First International Conference, ICQE 2019 Madison, WI, USA, October 20–22, 2019 Proceedings. 1st ed. Cham Switzerland: Springer. 2019. p. 177-188. (Communications in Computer and Information Science). doi: 10.1007/978-3-030-33232-7_15

The influence of discipline on teachers’ knowledge and decision making

Abstract

Publication series

Conference

Keywords

Access to Document

Other files and links

Professional decision making: reframing teachers’ work using epistemic frame theory

Pedagogical reasoning and reflective practice: a framework for teaching in a digital age