PROFESSIONAL KNOWLEDGE IN AN IMPROVISATION EPISODE: THE IMPORTANCE OF A COGNITIVE MODEL

Abstract

One approach towards improving teacher performance is that of classroom practice. In this paper, taking a cognitive perspective, we present a system for modelling teacher performance. We demonstrate the process of construction of this model with reference to a brief lesson episode involving teacher improvisation, which took place in the first cycle (the first four years) of primary school in Portugal. Included in the model are the cognitions made evident by the teacher as well as the relations between them.