Magdalene Lampert
Biographic Data
| ID | 3828517 |
|---|---|
| NAME | Magdalene Lampert |
| GIVEN NAMES | Magdalene |
| FAMILY NAME | Lampert |
| SIGNATURE | LAMPERT M |
| AFFILIATIONS | University of Michigan |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 171 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 5 |
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Improving Teaching and Teachers
Working on teaching as a collective practice-understanding it, specifying it, and improving it-is crucially important and too often ignored. But setting up a choice between improving teaching and improving teachers is problematic for several reasons. To begin with, it seems that the very methods Hiebert and Morris outline for improving teaching necessarily imply the simultaneous improvement of teachers. Improvement as they describe it suggests a …
Learning Teaching in, from, and for Practice
In talk about teacher preparation and professional development, we often hear the word practice associated with what, how, or when the learning of teaching is supposed to happen. In this article, four different conceptions of practice are investigated, and their implications for how learning teaching might be organized are explored. Rather than a comprehensive review of the literature, what is presented here is a set of ideas that draw on both pa…
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
To understand how teacher education might build the knowledge it needs, the editors of this issue investigate how organizations outside of education create and maintain “self‐improving” systems that enable them to learn how to get better at what they do. To learn about knowledge building in teacher education, the research reported here also looks outside—outside of mathematics teacher education and outside the structure of professional preparatio…
Expert Knowledge and Expert Thinking in Teaching
In their article “What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion” (Educational Researcher, June/July, 1990), Floden and Klinzing contend that teacher education would be improved if it were informed by research on practicing teachers's expertise. We do not disagree. However, other questions must be answered if such reforms are to be effective: What is expertise in teaching? How is expertise communicated? …
When the Problem Is Not the Question and the Solution Is Not the Answer
This paper describes a research and development project in teaching designed to examine whether and how it might be possible to bring the practice of knowing mathematics in school closer too what it means to know mathematics within the discipline by deliberately altering the roles and responsibilities of teacher and students in classroom discourse. The project was carried out as a regular feature of lessons in fifth-grade mathematics in a public …
What can research on teacher education tell us about improving quality in mathematics education
The Study of Teacher Thinking
Clark and Lampert describe how the research on teacher think ing has broadened and deepened the knowledge base of teach ing, particularly with respect to the complexity of teaching, our understanding of what teachers know, and our knowledge of methods of inquiry and reflection on teacher thinking. Such knowledge challenges the image of the teacher as technician and the conception of research as a source of empirically proven and generalizable pre…
How Do Teachers Manage to Teach? Perspectives on Problems in Practice
The author is a scholar of teaching practice and also an elementary mathematics teacher. Her work, like that of her colleagues at the Institute for Research on Teaching, focuses on teaching practice from the point of view of the practitioner. Here, in two case studies, she views the teacher as dilemma manager, a broker of contradictory interests, who "builds a working identity that is constructively ambiguous." To emphasize her conviction that te…
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Learning Teaching in, from, and for Practice
In talk about teacher preparation and professional development, we often hear the word practice associated with what, how, or when the learning of teaching is supposed to happen. In this article, four different conceptions of practice are investigated, and their implications for how learning teaching might be organized are explored. Rather than a comprehensive review of the literature, what is presented here is a set of ideas that draw on both pa…
When the Problem Is Not the Question and the Solution Is Not the Answer
This paper describes a research and development project in teaching designed to examine whether and how it might be possible to bring the practice of knowing mathematics in school closer too what it means to know mathematics within the discipline by deliberately altering the roles and responsibilities of teacher and students in classroom discourse. The project was carried out as a regular feature of lessons in fifth-grade mathematics in a public …
The Study of Teacher Thinking
Clark and Lampert describe how the research on teacher think ing has broadened and deepened the knowledge base of teach ing, particularly with respect to the complexity of teaching, our understanding of what teachers know, and our knowledge of methods of inquiry and reflection on teacher thinking. Such knowledge challenges the image of the teacher as technician and the conception of research as a source of empirically proven and generalizable pre…
What can research on teacher education tell us about improving quality in mathematics education
Improving Teaching and Teachers
Working on teaching as a collective practice-understanding it, specifying it, and improving it-is crucially important and too often ignored. But setting up a choice between improving teaching and improving teachers is problematic for several reasons. To begin with, it seems that the very methods Hiebert and Morris outline for improving teaching necessarily imply the simultaneous improvement of teachers. Improvement as they describe it suggests a …
How Do Teachers Manage to Teach? Perspectives on Problems in Practice
The author is a scholar of teaching practice and also an elementary mathematics teacher. Her work, like that of her colleagues at the Institute for Research on Teaching, focuses on teaching practice from the point of view of the practitioner. Here, in two case studies, she views the teacher as dilemma manager, a broker of contradictory interests, who "builds a working identity that is constructively ambiguous." To emphasize her conviction that te…
The Study of Teacher Thinking
Clark and Lampert describe how the research on teacher think ing has broadened and deepened the knowledge base of teach ing, particularly with respect to the complexity of teaching, our understanding of what teachers know, and our knowledge of methods of inquiry and reflection on teacher thinking. Such knowledge challenges the image of the teacher as technician and the conception of research as a source of empirically proven and generalizable pre…
What can research on teacher education tell us about improving quality in mathematics education
Expert Knowledge and Expert Thinking in Teaching
In their article “What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion” (Educational Researcher, June/July, 1990), Floden and Klinzing contend that teacher education would be improved if it were informed by research on practicing teachers's expertise. We do not disagree. However, other questions must be answered if such reforms are to be effective: What is expertise in teaching? How is expertise communicated? …
When the Problem Is Not the Question and the Solution Is Not the Answer
This paper describes a research and development project in teaching designed to examine whether and how it might be possible to bring the practice of knowing mathematics in school closer too what it means to know mathematics within the discipline by deliberately altering the roles and responsibilities of teacher and students in classroom discourse. The project was carried out as a regular feature of lessons in fifth-grade mathematics in a public …
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
To understand how teacher education might build the knowledge it needs, the editors of this issue investigate how organizations outside of education create and maintain “self‐improving” systems that enable them to learn how to get better at what they do. To learn about knowledge building in teacher education, the research reported here also looks outside—outside of mathematics teacher education and outside the structure of professional preparatio…
Learning Teaching in, from, and for Practice
In talk about teacher preparation and professional development, we often hear the word practice associated with what, how, or when the learning of teaching is supposed to happen. In this article, four different conceptions of practice are investigated, and their implications for how learning teaching might be organized are explored. Rather than a comprehensive review of the literature, what is presented here is a set of ideas that draw on both pa…
Improving Teaching and Teachers
Working on teaching as a collective practice-understanding it, specifying it, and improving it-is crucially important and too often ignored. But setting up a choice between improving teaching and improving teachers is problematic for several reasons. To begin with, it seems that the very methods Hiebert and Morris outline for improving teaching necessarily imply the simultaneous improvement of teachers. Improvement as they describe it suggests a …
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Mathematics education (9 works) · Pedagogy (9 works) · Psychology (9 works) · Teacher Education and Leadership Studies (9 works) · Computer Science (7 works) · Teaching method (6 works) · Sociology (4 works) · Epistemology (3 works) · Innovative Teaching and Learning Methods (3 works) · Teacher education (3 works)