Significant and Worthwhile Change in Teaching Practice
Datos Bibliográficos
| ID | 9731196 |
|---|---|
| Autores | Virginia Richardson (University of Arizona, autor de correspondencia) |
| Año | 1990 |
| Volumen | 19 |
| Número | 7 |
| Páginas | 10-18 |
| Fecha de publicación | 1990-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x019007010 |
| OpenAlex | W2126686976 |
| Idioma | EN |
| Citas recibidas | 83 |
| Referencias citadas | 41 |
This paper addresses two questions: What is involved in bringing about significant and worthwhile change in teaching practices? How can or should research aid in this process? In order to do so, two related literatures will be explored—teacher change and learning to teach. These literatures will be used to develop a third perspective, which will be grounded in examples from a teacher change research project which is funded by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. This perspective suggests that empirical premises derived from research ( Fenstermacher, 1986 ) be considered as warranted practice, which, in combination with teachers's practical knowledge, become the content of reflective teacher change. It also suggests that practice should be viewed as activity embedded in theory. The paper concludes with suggestions for ways of approaching the introduction of research into teachers' ways of thinking
Educational research · Empirical research · Epistemology · Grounded theory · Mathematics education · Order (exchange · Pedagogy · Perspective (graphical · Process (computing · Qualitative research · Reflective Practice · Social science · Sociology · Teacher education · Collaborative Teaching and Inclusion · Computer Science · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies
Effet d’un module de formation sur les croyances de futurs enseignants eu égard au redoublement. Étude qualitative à l’Université de Genève
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
Teachers’ Meanings Regarding Educational Practice
Teacher Learning in Mathematics
On Making Determinations of Quality in Teaching
Professional Growth Among Preservice and Beginning Teachers
The Assessment of Critical Thinking Critically Assessed in Higher Education
L'explicitation et la reconstruction des arguments pratiques dans l'enseignement
Assessment of the digital competencies of university instructors through use of the machine learning method
Reflection as teachers
How to support teachers to carry out educational robotics activities in school? The case of Roteco, the Swiss robotic teacher community
The reflective practices of early and late career music educators
Teachers’ changed perceptions of pupils’ motivation for learning through professional development
The social and cultural shaping of educational technology
Primary teachers' perceptions of baseline assessment in mathematics
Research into interventions from a cultural-individual innovation perspective
School self-evaluation as a reflective dialogue between researchers and practitioners
Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success
Interdisciplinary Collaboration in Teacher Education
Caricatures in Innovation
Learning to Teach Mathematics
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Estrategias pedagógicas de literacidad
From Resistance to Advocacy for Math Literacy
Organization and Development Features of Grade 8 and Grade 10 Writers
Exploring the Impact of a High-Stakes Direct Writing Assessment in Two High School Classrooms
Does Anybody Really Care
Curriculum, technology, and education reform (Ceter) online
The inquiry learning forum
Learning from the National Board Portfolio Process
Critical Reflection on Lived Experience in a Bilingual Reading Course
The More Things Change the More They Stay the Same
Primary field experiences
The Establishment of the British Trade Agencies in Tibet
Enhancing microteaching through additional feedback from preservice administrators
Connecting theory to practice
Bridging theory and practice
Designing a community of practice
Professional uncertainty and professional growth
A teacher's bounded rationality in middle school science
The National Board certification process as professional development
Stability and change in the beliefs of student teachers during practice teaching
Training and professional expertise
The agenda-setting dilemma in a constructivist staff development process
Instructional conversations beget instructional conversations
Sharing professional experience
Scaffolds in the field
Cultural diversity is basically a foreign term to me
New technologies for teacher professional development
Teacher candidate reflection
Charting stages of preservice teacher development and reflection in a multicultural community through dialogue journal analysis
Fostering reasoned decisions
Practical inquiry
Secondary mathematics teachers' attitudes toward alternative communication practices when doing proofs in geometry
Pre-service teachers in mathematics
Sir, on what page is the answer?’ Exploring teacher decision-making during complex curriculum change, with specific reference to the use of learner support material
Reconstructing teacher education for disadvantaged communities
Glimpses of Becoming an Early Childhood Teacher
The meaning of innovation for ESL teachers
The place of alternative certification in the education of teachers
Bilingual Teachers-in-the-making in Urbantown
The Language of Consciousness and the Landscape of Action
Locating Authority over Content and Pedagogy
Themes of Uncommonly Successful Teachers of At-Risk Students
Reclaiming secondary reading interventions
The Societal Context of Bilingual Education
Bilingual Classroom Studies and Community Analysis
Why What Works Doesn't in Teacher Education
The Permanent Importance of the Subjective Reality of Teachers during Educational Innovation
Capturing Teachers’ Generative Change
The Relationship Between Teachers’ Beliefs and Practices in Reading Comprehension Instruction
Motivating Mathematics Learning
Change in Teaching Mathematics
Learning From School Restructuring
Teachers' Informal Rationality
Fonctions, structuration et évolution des croyances (et connaissances) des enseignants
The Reflectivity-Activity Dilemma in School-University Partnerships
Examining Teachers' Beliefs about Teaching in Culturally Diverse Classrooms
An Examination of the Construct of Critical Reflection
The Effects of Hands-On Experience On Students' Preferences for Assessment Methods
Reclaiming the Moral in the Dispositions Debate
The learning environment as a site of science education reform
Innovation up Close
The practicality ethic in teacher decision-making
Pitfalls of Experience in Teacher Preparation
Handbook of teaching and policy
Classroom practice
Teacher Thinking
Those Who Understand
Schools make a difference
Rhythms in teaching
Organizational conditions of teacher learning
Student teachers' understandings of successful and unsuccessful teaching
Varieties of discourse in supervisory conferences
Forces which shape the implemented curriculum in high school science and mathematics
Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation
Structural and personal influences in the socialization of beginning teachers
Using Textbooks and Teachers' Guides
Why Case Studies? Reflections on Hord and Hall's Three Images
Musings on the Moral Life of Schools
Are Cognitive Skills Context-Bound
Asking the Right Questions About Teacher Preparation
Prior Beliefs and Cognitive Change in Learning to Teach
The Enhancement Function of Staff Development
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching
Cognition and Improvisation
Knowledge and Teaching
Learning From Experience
Expert-Novice Differences in Perceiving and Processing Visual Classroom Information
A Study in Contrast
Reflections on Research in Elementary Schools
Reflective Teachers
Barriers to the Effective Supervision of Student Teaching
Constraints on Teacher Change
The Impact of the Student Teaching Experience on the Development of Teacher Perspectives
Experience Counts, Theory Doesn't
| Obras citantes distintas | 82 |
|---|---|
| Citas por año | 2,31 |
| Intervalo de citas | 1990 - 2023 (34) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 81 |