Pedagogical reasoning John Loughran 2019

Pedagogical reasoning: the foundation of the professional knowledge of teaching


John Loughran (2019) Pedagogical reasoning: the foundation of the professional knowledge of teaching, Teachers and Teaching, 25:5, 523-535, DOI: 10.1080/13540602.2019.1633294

Across the PCK literature (see, for example, Berry, Loughran, & van Driel, 2008; Gess-Newsome, 1999; Schneider, 2015; Tobin & McRobbie, 1999; Van Driel, Verloop,
& De Vos, 1998), pedagogical reasoning has typically been used as a ‘way in’ to understanding teachers’ PCK. Internationally, research into PCK using CoRes and PaPeRs (Alvarado, Garritz, & Mellado, 2015; Hume & Berry, 2011; Kellner & Attorps, 2015; Lehane & Bertram, 2016; Rollnick, Bennett, Rhemtula, Dharsey, & Ndlovu, 2008; Zhang
& Wang, 2014) has focused serious attention on the notion of ‘big ideas’ and ‘pedagogical prompts’—which are the basis of a CoRe (Content Representation) – in PCK
(Loughran, Berry, & Mulhall, 2006; Loughran, Mulhall, & Berry, 2004).

The prompts illustrate clearly what it is that expert teachers think about when it comes to teaching a specific topic. In many ways, a CoRe is an articulation of professional knowledge made explicit through responses to the following prompts:
● What do you intend students to learn about this idea?
● Why is it important for students to know this?
● What else do you know about this idea (but that you do not intend students to
know yet)?
● What difficulties/limitations are connected with teaching this idea?
● What knowledge about students’ thinking influences your teaching of this idea?
● What other factors influence your teaching of this idea?
● What teaching procedures do you use (and what are the particular reasons for
using them to engage with this idea)?
● What specific approaches do you use to ascertain students’ understanding or confusion around this idea?
Although the majority of CoRe research has been with science teachers, the likelihood that it would carry over with the same effect to the teaching of other subject areas is not difficult to imagine. Typically, in attempting to complete a CoRe teachers start with the Teaching Procedures prompt. They do so because it immediately resonates with their understanding of their knowledge of teaching and becomes a springboard to unpacking the other prompts in ways that help to make their (often) tacit knowing about practice explicit.
Clearly, being able to respond in a thoughtful and informed way to the prompts of a CoRe is a powerful indication of what it is that a teacher knows and is able to do, i.e. a window into their professional knowledge of teaching. CoRe research reinforces the notion that it is through the pedagogical reasoning underpinning teaching procedures
that teachers’ professional knowledge is able to be better recognised, articulated and
portrayed.

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