Learning the Language of Practice
Bibliographic Data
| ID | 12009458 |
|---|---|
| Authors | Robert J Yinger (University of Cincinnati, corresponding author) |
| Year | 1987 |
| Volume | 17 |
| Issue | 3 |
| Pages | 293-318 |
| Publication date | 1987-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03626784.1987.11075294 |
| OpenAlex | W2044329343 |
| Language | EN |
| Citations received | 25 |
| References cited | 32 |
This article describes learning to teach as a task involving learning to think and act in ways appropriate to the demands of the profession—a task referred to as “learning the language of practice.” The language of practice is described using common sense and practical analyses of knowledge and action. A study of student teachers is presented to illustrate processes and concepts involved in acquiring a language of practice. The paper concludes with a description of a pattern language developed in the field of architecture and a discussion of its implications for a descriptive language of teaching
Action (physics · Comprehension approach · Field (mathematics · Language assessment · Language education · Language industry · Language pedagogy · Mathematics education · Pedagogy · Task (project management · Architecture, Art, Education · Computer Science · Design Education and Practice · Educational Environments and Student Outcomes · Engineering · Psychology
Teacher knowledge and the knowledge base of teaching
Research on teacher's knowledge
Improvisation et travail ordinaire des enseignants entrant dans le métier. Quelle activité ? Quels enjeux
Identifying administrators’ and faculty’s perspectives regarding Caep accreditation in a College of Education
Balanced Instruction
Incorporating Internet resources into classroom practice
Expertise in evaluating second language compositions
Educational change and the self
Assembling the ‘Accomplished’ Teacher
Narrative research, teaching, and teacher thinking
Mentor-teachers as inquiring professionals
How the Teacher’s Practical Theory Moves to Teaching Practice—A Literature Review and Conclusions
Caep Accreditation
The reflection on the blackboard
Two modes of reflection
Renaming experience/reconstructing practice
Learning to teach in a field-based methods course
Examining thought in action
Novice and expert teachers' time epistemology
Taking account of student teachers' preconceptions
The McDonaldization of Caep accreditation and teacher education programs abroad
Descriptions of Two Novice Secondary Teachers' Planning
Content-Knowledge Acquisition During Undergraduate Teacher Education
A Pattern Language for Teacher Education
Teaching as a Clinical Profession
The use of personal documents in psychological science
The Mind's Best Work
How Do Teachers Manage to Teach? Perspectives on Problems in Practice
Pitfalls of Experience in Teacher Preparation
The reflective practitioner
Classroom practice
Teacher Thinking
Acquisition of cognitive skill
Locating tasks in psychology and education∗
Practical Reasoning
The Social Organization of Knowledge and Practice
From Utterance to Text
The Impact of the Student Teaching Experience on the Development of Teacher Perspectives
Routines in teacher planning
Theories of Culture
A Comparative Approach to Educational Forms and learning Processes
The Anthropology of Learning1
Becoming a Blacksmith in Gbarngasuakwelle
Cognitive Consequences of Traditional Apprenticeship Training in West Africa
Introduction
| Citations per year | 0.63 |
|---|---|
| Citation span | 1986 - 2021 (36) |
| Highly cited | No |