Expert teachers’ interactive cognition: An analysis of stimulated recall.

The presented study focuses on the interactive cognition of expert teachers during their teaching. 16 foreign language teachers’ lessons were videotaped and the teachers were asked to reveal their interactive cognition through a stimulated recall interview. The verbal protocols were then analyzed in the light of argumentation analysis and the claims were subject to content analysis. The results showed that individual teachers varied greatly as regards their percentages of stimulated recall as well as other aspects of their interactive cognition, which supports the prototypical view of teacher expertise.Studie se zaměřuje na interaktivní kognici učitelů při výuce. U 16 učitelů expertů jsme na video zaznamenali jejich výuku a pomocí stimulovaného vybavování jsme elicitovali jejich myšlení při výuce a o výuce. Na protokolech stimulovaného vybavování jsme poté provedli argumentační a obsahovou analýzu