Expert Knowledge and Expert Thinking in Teaching
A Response to Floden and Klinzing
Bibliographic Data
| ID | 11526835 |
|---|---|
| Authors | Magdalene Lampert (corresponding author), Christopher M Clark (0000-0002-4716-4155, Michigan State University) |
| Year | 1990 |
| Volume | 19 |
| Issue | 5 |
| Pages | 21-21 |
| Publication date | 1990-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2307/1176102 |
| OpenAlex | W4250546277 |
| Language | EN |
| References cited | 19 |
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? Who are the experts? This article attempts to address these questions and further the discussion of expert thinking in teaching
Critical thinking · Educational research · Engineering ethics · Expert opinion · Mathematics education · Pedagogy · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Medicine · Psychology · Teacher Education and Leadership Studies
Mathematics in the streets and in schools
The cognitive skill of teaching.
Pitfalls of Experience in Teacher Preparation
Expertise in mathematics instruction
Handbook of Organizations (RLE
A perspective on thinking
Capturing Craft Knowledge in Teaching
Are Cognitive Skills Context-Bound
Philosophical investigations
Cognition in Practice
Situated Cognition and the Culture of Learning
School Teacher
| Highly cited | No |
|---|