Using Cognitive Discriminatio training to Develop Classroom knowledge
Bibliographic Data
| ID | 4309682 |
|---|---|
| Authors | David Warner (School of Teacher Education, Brisbane College of Advanced Education, Queensland, Australia, corresponding author) |
| Year | 1985 |
| Volume | 36 |
| Issue | 3 |
| Pages | 55-60 |
| Publication date | 1985-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718503600313 |
| OpenAlex | W1974406165 |
| Language | EN |
| Citations received | 3 |
| References cited | 8 |
Research on teacher thinking suggests that teacher behavior is a by-product of information processing strategies, which enable teachers to read effectively the classroom environment. These strategies emerge, many would argue, because of experience in classrooms and not as a result of training in methods-type courses. This paper presents counter- evidence to suggest that prospective teachers can learn to expand their class room knowledge through cognitive dis crimination training
Class (philosophy) · Cognition · Mathematics education · Pedagogy · Product (mathematics) · Teacher education · Training (meteorology) · Communication in Education and Healthcare · Computer Science · Online and Blended Learning · Psychology · Visual and Cognitive Learning Processes
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,08 |
| Citation span | 1989 - 2001 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |