Pedagogical Equilibrium

Jennifer Mansfield is a lecturer in primary and secondary science education at Monash University, Australia. Her research interests include understanding and articulating the development and complexity of teachers’ professional knowledge.

"In this book, Mansfield introduces her concept of Pedagogical Equilibrium which is a powerful way understanding the complex and sophisticated knowledge of teaching in, and through, practice. Her study offers insights into teaching and learning that illustrate well how teachers' professional knowledge is so richly embedded in practice. She explains the importance of understanding teaching as being problematic and how Pedagogical Equilibrium can make the tacit explicit, bringing teachers' expert knowledge to the surface and creating much deeper understandings of what they know and do, how and why." - Professor John Loughran, Executive Dean & Sir John Monash Distinguished Professor, Monash University"In the fast-paced world of the classroom, teachers manage their daily interactions with content and students through the use of routines. But what happens when the unexpected happens? Mansfield’s book expertly reveals the challenges that teachers face and how reflection on disruptive moments results in the development of new professional knowledge and the maintenance of pedagogical equilibrium. Through the careful analysis of interviews with teachers, Mansfield reveals the growth of knowledge and the wisdom of practice while providing teachers and professional developers with tools to support teachers in articulating and sharing their knowledge." - Julie Gess-Newsome, Dean of Academic Affairs, Oregon State University

• ContentsPart 1: The search for pedagogical equilibriumChapter 1: Developing teachers’ professional knowledgeChapter 2: Developing a professional knowledge of teacher practice Chapter 3: The search for pedagogical equilibrium Chapter 4: Capturing the development of teachers’ professional knowledgeChapter 5: Regarding content knowledgeChapter 6: Organising for teachingChapter 7: Organising for learningChapter 8: Student attitudes and behavioursPart 2: The nature and value of considering teaching practice as the search for pedagogical equilibriumChapter 9: The nature of SituationsChapter 10: The nature of ReactionsChapter 11: The nature of ConsequencesChapter 12: The nature of LearningChapter 13: The construct of pedagogical equilibriumChapter 14: Implications for articulating teachers’ professional knowledge developmentChapter 15: Moving forward with pedagogical equilibriumAppendices