Abstracts - Earli

Dutch: Collective Educational Research Facility) is an internet platform that facilitates studentteachers in doing scientifically adequate inquiries induced by problems and questions frompractice, their own teaching practice in particular. Data gathering facilities (web-questionnaires,tests and evaluation tools), are tailored to the type of inquiries commonly made by students.Methodological support is integrated in the CORF system. Within the CORF system, studentteachers co-operate with experienced teachers as well as researchers in designing, performing andconcluding/reporting. These various users all bring to the CORF community their questions,expertise, and their research results. In return, they get: answers, knowledge and support fromothers. Researchers for instance, may appreciate CORF as a way of efficient data collection, whileschools may appreciate the opportunities to get easy access to research capacity that can help themto solve some of the problems emerging in school-practice. In the paper the CORF system ispresented and its use is illustrated by case studies of student teachers using the system for problembased inquiry learning in a project shaped according to the cognitive apprenticeship model.Functional aspects of the system are evaluated. The learning result in terms of teachingcompetencies as well as inquiry skills is evaluated by: a) pre- and post-tests based on the so called‘quick scan’ – a commonly Dutch questionnaire on teacher competencies, b) the analysis of thestudent teachers’ regular portfolios, c) a skill-test concerning inquiry skills.An exploration of the use of video cases for the elicitation of teachers’ practical knowledgeMaaike Vervoort, Edith Stein Teacher Education College, NetherlandsEllen van den Berg, Twente University, NetherlandsThis study focuses on the use of video cases for the elicitation of teachers’ practical knowledge.Teachers’ practical knowledge is viewed as an amalgam of all teachers’ cognitions that influenceteaching activities. Having access to the practical knowledge of experienced teachers means thatstudent-teachers have access to the cognitions underlying teaching that can help them to connect aformal body of knowledge with their teaching practice. In a multiple-case study three steps ofanalysis were used to combine the data of professional dialogues, in which experienced andprospective teachers discuss video cases of exemplary practices, and interviews with the studentteachers.The content analysis of the professional dialogues showed that when discussing the videocases mentor teachers reflect on various aspects of their practical knowledge, especiallyknowledge about individual students, knowledge about the curriculum and knowledge aboutsubject matter. We also found that student-teachers valued the professional dialogue as aninstrument that supports the practice of innovative teaching and leads to a deeper insight into therelationship between formal knowledge, practical knowledge and teaching. It was concluded thatthe use of video cases stimulates the elicitation of mentor teachers’ practical knowledge and thatstudent-teachers can use this knowledge productively. Video cases of exemplary practices used inteacher education could add to the coherence of the teacher education curriculum.How is teaching guided and uncovered by phronesis?Husu Jukka, University of Helsinki, FinlandThe purpose of this study is to explore day-to-day details of teachers’ pedagogical encounters tosee what they might offer in putting forth an understanding of teachers’ pedagogical knowledge.This study uses the concept of phronesis as its starting point and concentrates on threeinterpretations of the concept and their educational applications: the rationality code, thesituational code, and the moral character code. Theoretical analysis is illustrated with data from 80written case reports of pedagogical situations experienced by Finnish primary school teachers. Theprocess of analyzing and interpreting the data through different codes of phronesis provides a– 458 –