Practical thinking styles of teachers
A comparative study of expert and novice thought processes and its implications for rethinking teacher education in Japan
Bibliographic Data
| ID | 11259260 |
|---|---|
| Authors | Manabu Sato (0000-0002-2018-9782, The University of Tokyo, corresponding author), Kiyomi Akita (Japan Graduate School of Education University), Naoki Iwakawa (The University of Tokyo) |
| Year | 1993 |
| Volume | 68 |
| Issue | 4 |
| Pages | 100-110 |
| Publication date | 1993-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01619569309538745 |
| OpenAlex | W2038422883 |
| Language | EN |
| Citations received | 8 |
(1993). Practical thinking styles of teachers: A comparative study of expert and novice thought processes and its implications for rethinking teacher education in Japan. Peabody Journal of Education: Vol. 68, Japanese Teacher Education, Part II, pp. 100-110
Cognition · Cognitive style · Mathematics education · Pedagogy · Teacher education · Educational Practices and Policies · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
They keep on learning
Information economics of teaching
Keeping an Eye on Learning
The Process of Subject Content Transformation as Examined Through Psychological and Sociological Perspectives
What Constitutes Effective Mathematics Instruction
Learning about and learning from expert teachers
Differences in teachers’ comments on classroom events as indicators of their professional development
See and tell
| Citations per year | 0.32 |
|---|---|
| Citation span | 2001 - 2026 (26) |
| Highly cited | No |