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• W4381570597 abstract "This chapter discusses the implications of teachers’Teachers knowledge and professional development (PD)Professional development (PD) for planning and enacting large-scale change processes in substantive pedagogySubstantive pedagogy in general and in the area of higher-order thinking (HOT)Higher order thinking (HOT) in particular. The required teachers’Teachers knowledge is rich and complex, consisting of the following components: knowledge of HOT,Higher order thinking (HOT) knowledge of metacognition,Metacognition pedagogicalKnowledgepedagogical knowledge in the context of teaching HOT,Higher-order thinking (HOT) epistemicKnowledgeepistemic knowledge, and general knowledge concerning pedagogiesPedagogies of knowledge constructionKnowledge construction. The chapter asks to what extent we can expect that teachersTeachers would master that knowledge when they participate in large-scale efforts to implement HOTHigher order thinking (HOT). Supported by empirical findings from previous studies, the chapter argues that teachers’Knowledgeteachers intuitiveKnowledgeintuitive knowledge (i.e., their initial knowledge before they had participated in formal PDProfessional development (PD)) is lacking. In addition, the scope of typical PDProfessional development (PD) programs in large-scale implementation processes is often limited and is insufficient for facilitating the development of the complex required knowledge. This conclusion is supported by data from interviews conducted with eight instructional leaders who had prominent roles in change processes designed to implement teaching-rich instruction on the national level. The meaning of this conclusion is that large-scale efforts to implement HOT often take place while teachers’ knowledge is too fragile to support the change. This notion is often the main cause for the superficiality of large-scale efforts to implement changes in substantive pedagogySubstantive pedagogy. The chapter ends with the implications of that notion for large-scale implementationLarge scale implementation of HOTHigher order thinking (HOT)." @default.
• W4381570597 created "2023-06-22" @default.
• W4381570597 creator A5044619317 @default.
• W4381570597 date "2023-01-01" @default.
• W4381570597 modified "2023-09-27" @default.
• W4381570597 title "Teachers’ Knowledge: The Most Central Link in Substantive Pedagogy Change Processes" @default.
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• W4381570597 doi "https://doi.org/10.1007/978-3-031-15967-1_4" @default.
• W4381570597 hasPublicationYear "2023" @default.
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