Cognitive load theory and teacher expertise: Specific challenges for primary teachers
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Final accepted D Pope Cognitive ...
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Abstract
The article deconstructs cognitive load theory and is associated knowledge demands of primary teachers. Knowledge structures of expert teachers are compared with those of novices. CLT is used as a lens through which to consider the demands of learning to teach in the primary phase. Recommendations are suggested for professional development activities that promote the building of schemata to promote a higher degree of automaticity around key pedagogical thinking and action.Citation
Pope, D. (2020). Cognitive load theory and teacher expertise: Specific challenges for primary teachers. Impact: Journal of the Chartered College of Teaching, 8, 14-17.Publisher
Chartered College of TeachingAdditional Links
https://impact.chartered.college/article/cognitive-load-theory-teacher-expertise-primary-teachers/https://my.chartered.college/impact/issue-8-cognition-and-learning/
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ArticleISSN
2514-6955EISSN
2514-6963Collections
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