Teacher Thinking
A Study of Practical Knowledge
Bibliographic Data
| ID | 12010090 |
|---|---|
| Authors | Mark Johnson (0000-0001-6721-2428, corresponding author), Mark William Johnson (0000-0002-1558-4710, corresponding author) |
| Year | 1984 |
| Volume | 14 |
| Issue | 4 |
| Pages | 465-465 |
| Publication date | 1984-01-01 |
| Open Access | No |
| Type | REVIEW |
| Review of | Teacher Thinking: A Study of Practical Knowledge, Freema Elbaz, 2018 |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.2307/3202267 |
| OpenAlex | W2051471325 |
| Language | EN |
| Citations received | 3 |
Originally published in 1983. A broad examination of the ways in which teachers gain and use knowledge about their work is presented in this book. At the time, within curriculum studies, there was a developing greater understanding of the major role that teachers play in the implementation of materials within the classroom - as autonomous agents holding, using and creating knowledge of particular kinds which informs all of their work. This book presents a case study using retrospective interviews with a high school English teacher. Through analysis of this series of interviews, this study describes and outlines the structure of the knowledge she uses and the views she has of her concerns
Mathematics education · Pedagogy · Sociology · Education and Technology Integration · EFL/ESL Teaching and Learning · Psychology · Teacher Education and Leadership Studies
Estudos Sobre O Pensamento Do Professor E a Educaçao Física
É pesquisa, é? Ah, não quero, não, bem!” Sobre pesquisa acadêmica e sua relação com a prática do professor de línguas
O Professor de línguas estrangeiras e o seu conhecimento pessoal da prática princípios e metáforas
Daily practice of Won -Buddhism
Hide and Seek
Reconciling Competing Missions of English Education
From spotlight to fluorescent bulb
Art, science and the professions
Conceptualizing teachers' knowledge about teaching
Collaborative Evaluation Research
The Constitution of Teachers' Knowledge
A base de conhecimentos dos professores, a reflexão e o desenvolvimento profissional
Roles, Responsibilities, and Relationships in Mentoring
A Framework for Teaching
Teacher Agency Following the Ecological Model
‘Being the Teacher’
Learning and Pedagogy in Initial Teacher Preparation
Mentored Learning to Teach According to Standards-Based Reform
Relationships of Knowledge and Practice
Research on teacher's knowledge
Chapter 8
Learning on the Job
Still no pedagogy? principle, pragmatism and compliance in primary education
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability
Implication of Research on Teacher Belief
The Knowledge, Beliefs and Attitudes of the Mathematics Teacher
Ways of Evaluating Teacher Cognition
A review of research on teacher beliefs and practices
Narrative inquiry as a mediational space
Telling Half the Story
A base de conhecimentos dos professores, a reflexão e o desenvolvimento profissional
The Shadow of Colonialism on Relations Between Immigrant Parents and Their Children’s Teachers
Ligheder og forskelle i nyere teorier om praktikernes erkendelsesgrundlag
Novice teachers’ knowledge of effective study strategies
Initial teacher training
Imagination Development as a Construct for Professional Identity of Early Career English Teachers Working at Public Schools
Self-empowerment in the struggling transition from General English to EAP
Reconciling the evolving conceptualisations of language teacher cognition from an activity theory perspective
With Awareness Comes Competency
Moving beyond personal teaching theories
Towards a comprehensive conceptualisation of teachers’ self-efficacy beliefs
Substantialising
Supporting student-teachers in the multicultural classroom
Developing pre-service teachers’ practical knowledge through formative interventions
Investigating reflective practice in a collective culture
Impacts to Teachers’ Process of Ethical Decision-Making
Formación inicial de maestros de inglés en Colombia
Observational narrative knowledging in early professional development of student teachers of English
Bridging the Public and Private in the Study of Teaching
Native English teachers’ beliefs and practices in teaching oral communication
Attributes of effective EFL teachers in Vietnamese context as perceived by students and teachers
Percurso docente
Knowing what is known
Lehrpersonenkompetenz im Spannungsfeld von Wissen und Können
Non-native English-speaking teachers (NNESTs) and professional legitimacy
Student Teaching as a Rite of Passage
Accounting for Teacher Knowledge
The Knowledge Bases of the Expert Teacher
Why do we have to do this?’ Primary trainee teachers' views of a subject knowledge audit in mathematics
Teachers' Implicit Theories Concerning Questioning
Narrative Inquiry
A Study of Language Teachers' Personal Practical Knowledge
Reconceptualizing the Knowledge-Base of Language Teacher Education
Esol Teachers' Knowledge of Context as Critical Mediator in Curriculum Development
Discussion of Kerfoot and Wrigley
Teacher Assessment Knowledge and Practice
Literacy Professionals' Perspectives on Professional Development and Pedagogy
Knowledge Structure and Training of Translation Teachers
Navigating Sites for Narrative Inquiry
Teachers' Critical Reflection Through Expert Talk
Educational Discourses, the Nature of the Child, and the Practice of New Teachers
Controlling Quality and Creating Community
Reflecting on Reflective Teaching
Teaching as a Two-Way Street
Experience is the Best Teacher; or is it? An Analysis of the Role of Experience in Learning to Teach
The Study of Teacher Thinking
Values in Pedagogical Content Knowledge
Learning to Teach English-Maybe
Evaluating University Teaching
Chapter 1
The role of beliefs in the practice of teaching
Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK)
The Process of Reflective Teaching
Educational change and the self
The process of reflective teaching
Creencias explícitas e implícitas, sobre la ciencia y su enseñanza y aprendizaje, de una profesora de química de secundaria
Beginning & graduating student-teachers' beliefs about physical education
Perspectivas Sobre O Conhecimento Do Professor
Why Action Research
On the Varieties of Phronesis
Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development
Content-Knowledge Acquisition During Undergraduate Teacher Education
The Micropolitics of Teacher Induction
The Relationship Between Teachers’ Beliefs and Practices in Reading Comprehension Instruction
A Comparison of Activity Structures During Basic Skills and Problem-Solving Instruction in Seventh-Grade Mathematics
The Substantive and Symbolic Consequences of a District’s Standards-Based Curriculum
Função docente
Construção da profissionalidade docente na formação inicial de professores do ensino básico em Moçambique
A Counterstory of One's Own
The Inevitability and Importance of Genres in Narrative Research on Teaching Practice
| Highly cited | No |
|---|