Preparing preservice teachers to make instructional decisions
An examination of data from the teacher work sample
Bibliographic Data
| ID | 12083243 |
|---|---|
| Authors | Frank Köhler (0000-0001-7150-6509, University of Northern Iowa, corresponding author), John E Henning (University of Northern Iowa), Jaime A Usma-Wilches (Universidad de Antioquia), Jaime Usma-Wilches |
| Year | 2008 |
| Volume | 24 |
| Issue | 8 |
| Pages | 2108-2117 |
| Publication date | 2008-06-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2008.04.002 |
| OpenAlex | W1972581061 |
| Language | EN |
| Citations received | 10 |
| References cited | 28 |
Formative assessment · Mathematics education · Narrative · Pedagogy · Sample (material · Student teacher · Student teaching · Teacher education · Teaching method · Work (physics · Educator Training and Historical Pedagogy · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Pre-service and in-service teachers' professional vision depending on the video perspective—What teacher gaze and verbal reports can tell us
The role of student–teacher college practicum experience on teaching self-efficacy, belief in the profession, and intention to teach in Kazakhstan
Preparing Teacher Candidates to Assess for Learning
Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction
Formative assessment practices in science education
A University and Community-Based Partnership
From autopsy to biopsy
Student work products as a teaching tool for nature of science pedagogical knowledge
El foco y la profundidad de la reflexión docente en estudiantes de pedagogía en Chile
Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs
Relationships of Knowledge and Practice
Chapter 8
Teaching Student Teachers to Reflect
Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior
The reflective practitioner
Describing the Behavior and Documenting the Accomplishments of Expert Teachers
Processing and using information about students
Teachers' schemata for classroom events
Relearning the meaning and practice of student teaching supervision through collaborative self-study
In Pursuit of the Expert Pedagogue
Linking Theory and Practice
An Examination of Preservice Teachers' Simulated Classroom Assessment Practices
Cognition and Improvisation
Characteristics of Reflective Thought During the Student Teaching Experience
Expert and Novice Teacher Decision Making
A New Paradigm for Teacher Licensure
Effective Reflective Practice
A Conceptual Framework to Guide the Development of Teacher Reflection and Decision Making
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,63 |
| Citation span | 2010 - 2025 (16) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |