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Cognitive load theory and teacher expertise: Specific challenges for primary teachers

Pope, Deborah
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University of Chester
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Education
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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.
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Chartered College of Teaching
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Impact: Journal of the Chartered College of Teaching
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http://hdl.handle.net/10034/623145
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Article
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2514-6955
EISSN
2514-6963
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https://impact.chartered.college/article/cognitive-load-theory-teacher-expertise-primary-teachers/
https://my.chartered.college/impact/issue-8-cognition-and-learning/