What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion
Datos Bibliográficos
| ID | 9733532 |
|---|---|
| Autores | Robert E Floden (0000-0003-2870-8185, Michigan State University, autor de correspondencia), Hans Gerhard Klinzing (The University of Tübingen, FRG, and Honorary Professor at the University of Stuttgart, FRG) |
| Año | 1990 |
| Volumen | 19 |
| Número | 5 |
| Páginas | 15-20 |
| Fecha de publicación | 1990-06-01 |
| 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 | 10.3102/0013189x019005015 |
| OpenAlex | W2124032838 |
| Idioma | EN |
| Citas recibidas | 19 |
| Referencias citadas | 24 |
Recent reviews suggest that research can only provide teacher educators with food for thought, observational methods, and rationales for current practice. Although each of those contributions is valuable, research on teaching and teacher education can provide even more. It is inappropriate to turn research results into teaching prescriptions and teacher-testing systems, but research knowledge still can, and should, play a substantive, constructive role in teacher education
Constructive · Educational research · Mathematics education · Observational study · Pedagogy · Raising (metalworking · Teacher education · Teacher Preparation · Computer Science · Innovative Teaching and Learning Methods · Medicine · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies · Technology-Enhanced Education Studies
Exploring teachers’ perceptions of assessment literacy in a high-performing school district in New Jersey
Exploring the cognitive processes in teacher candidates' collaborative task-based lesson planning
In)Consistências no processo ensino-aprendizagem relação entre a concepção e a prática (resultados comparativos numa amostra de professores de Português, Matemática e Inglês)
A Vygotskian-based theory of teacher cognition
Student teachers' growth toward independence
Renaming experience/reconstructing practice
Authentic assessment of teaching in context
From beginning teacher education to professional teaching
Rhetoric and teacher education
The stories of expert and novice student teachers' supervisors
To make the tacit explicit”
Dilemmas and Virtues in Research Communication
Educational Research
Examining differences between pre- and in-service teachers’ cognition when lesson planning
Linking Theory and Practice
Conducting Research on Practice
Learning From Our Differences
The scientific basis of the art of teaching
Mathematics in the streets and in schools
The cognitive skill of teaching.
Pitfalls of Experience in Teacher Preparation
Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior
Expertise in mathematics instruction
The role of rhetoric in changing teachers' beliefs
The Careful Vision
Some Reflections on the Acquisition of Knowledge
In Pursuit of the Expert Pedagogue
The Phoenix Agenda
The Influence of Research on Education Practice
Asking the Right Questions About Teacher Preparation
Knowledge and Teaching
Situated Cognition and the Culture of Learning
The Study of Teacher Thinking
School Teacher
| Obras citantes distintas | 17 |
|---|---|
| Citas por año | 0,54 |
| Intervalo de citas | 1991 - 2024 (34) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 19 |