Within-teacher contrasts of in-field and out-of-field noticing
Integrated knowledge and teaching experience
Dados Bibliográficos
| ID | 21561385 |
|---|---|
| Autores | Lu Wang (0000-0002-9250-3988, Indiana University Kokomo, autor correspondente) |
| Ano | 2026 |
| Volume | 181 |
| Páginas | 105671 |
| Data de publicação | 2026-10-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Teaching and Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2026.105671 |
| OpenAlex | W7163687568 |
| Idioma | EN |
| Referências citadas | 38 |
Knowledge production · Limiting · Professional development · Qualitative research · Teaching method · Educational Strategies and Epistemologies · Mathematics Education and Teaching Techniques · Science Education and Pedagogy
Teacher vision
Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice
Mathematics teacher learning to notice
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence
Beyond Dichotomies
Professional Noticing of Children's Mathematical Thinking
Processing and using information about students
Pre-service teachers' professional vision of instructional support in primary science classes
Content-specific noticing
Teacher learning from analysis of videotaped classroom situations
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
How pre-service teachers observe teaching on video
Mathematics teaching expertise
Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
Mathematics teachers’ “learning to notice” in the context of a video club
Teachers' professional vision, pedagogical content knowledge and beliefs
Some Reflections on the Acquisition of Knowledge
Modeling and Measuring the Structure of Professional Vision in Preservice Teachers
Learning about and learning from expert teachers
Learning to Look Beyond the Boundaries of Representation
Effects of Video Club Participation on Teachers' Professional Vision
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |