Conceptualizing the work of facilitating practice-embedded teacher learning
Dados Bibliográficos
| ID | 12083842 |
|---|---|
| Autores | Lynsey K Gibbons, Lynsey Gibbons (0000-0001-6036-0217, University of Delaware, autor correspondente), Rebecca M Lewis (0000-0001-7386-7025, University of Washington), Hannah Nieman (0000-0003-2510-0406, University of Washington), Alison Fox Resnick (0000-0002-0288-8352, University of Washington) |
| Ano | 2021 |
| Volume | 101 |
| Páginas | 103304-103304 |
| Data de publicação | 2021-02-18 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Teaching and Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2021.103304 |
| OpenAlex | W3130998028 |
| Idioma | EN |
| Citações recebidas | 19 |
| Referências citadas | 32 |
Facilitation · Mathematics education · Pedagogy · Professional development · Professional learning community · Teacher education · Work (physics · Computer Science · Engineering · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Teacher leaders’ coaching skills to support teachers noticing argumentation in the mathematics classroom
Revealing and refining teachers’ instructional vision
Practicing equity-centered improvement
Studio as a Catalyst for Incremental and Ambitious Teacher Learning
Reconceptualizing professional development through job-embedded approach
Pedagogical sensemaking during side-by-side coaching
Supporting teachers through curriculum-based professional learning
Model-based support for teaching practice and self-efficacy in artificial intelligence-enhanced virtual reality teaching simulation
‘Good Rain Nurtures Things Silently’
The relationship between principal support, teacher professional identity, and teacher professional learning in China
Introduction
Side-by-side coaching
Near and Far Transfer in South Korean Teacher Education
Exploring the foci and depth of coach-teacher interactions during modeled lessons
Noticing structural inequities in classroom discussions
Examining the facilitation of generative teacher workgroup conversations
Learning to let go
Identifying productive one-on-one coaching practices
Teacher communities supporting arts education
Schoolteacher
Teacher Learning in Mathematics
Interaction Analysis
How Does Professional Development Improve Teaching?
Teaching Practice
Toward a Theory of Teacher Community
Toward a Theory of Teacher Community
Leadership and Learning
Locating learning in teachers’ communities of practice
Mathematics professional development for elementary teachers
From rote to reasoned
Facilitating decomposition and recomposition in practice-based teacher education
Cut to the core practices
Prospective teachers development of adaptive expertise
Enhancers and Inhibitors of Teacher Risk Taking
Cultural differences in teaching and learning
Learning to Support Adolescent Literacy
Attending to Problems of Practice
Norms of Collegiality and Experimentation
Facilitating Whole-Class Discussions in History
Conceptualizing the Work of Leading Mathematical Tasks in Professional Development
Learning Teaching in, from, and for Practice
The Turn Once Again Toward Practice-Based Teacher Education
The Work of Teaching and the Challenge for Teacher Education
Core Practices and Pedagogies of Teacher Education
A Framework for the Facilitation of Teachers' Analysis of Video
Keeping It Complex
School Teacher
| Obras citantes distintas | 19 |
|---|---|
| Citações por ano | 3,8 |
| Intervalo de citações | 2021 - 2026 (6) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 19 |