Significant and Worthwhile Change in Teaching Practice
Bibliographic Data
| ID | 9731196 |
|---|---|
| Authors | Virginia Richardson (University of Arizona, corresponding author) |
| Year | 1990 |
| Volume | 19 |
| Issue | 7 |
| Pages | 10-18 |
| Publication date | 1990-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x019007010 |
| OpenAlex | W2126686976 |
| Language | EN |
| Citations received | 83 |
| References cited | 41 |
This paper addresses two questions: What is involved in bringing about significant and worthwhile change in teaching practices? How can or should research aid in this process? In order to do so, two related literatures will be explored—teacher change and learning to teach. These literatures will be used to develop a third perspective, which will be grounded in examples from a teacher change research project which is funded by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. This perspective suggests that empirical premises derived from research ( Fenstermacher, 1986 ) be considered as warranted practice, which, in combination with teachers's practical knowledge, become the content of reflective teacher change. It also suggests that practice should be viewed as activity embedded in theory. The paper concludes with suggestions for ways of approaching the introduction of research into teachers' ways of thinking
Educational research · Empirical research · Epistemology · Grounded theory · Mathematics education · Order (exchange · Pedagogy · Perspective (graphical · Process (computing · Qualitative research · Reflective Practice · Social science · Sociology · Teacher education · Collaborative Teaching and Inclusion · Computer Science · Education and Technology Integration · Psychology · Teacher Education and Leadership Studies
Effet d’un module de formation sur les croyances de futurs enseignants eu égard au redoublement. Étude qualitative à l’Université de Genève
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Teachers’ Meanings Regarding Educational Practice
Teacher Learning in Mathematics
On Making Determinations of Quality in Teaching
Professional Growth Among Preservice and Beginning Teachers
The Assessment of Critical Thinking Critically Assessed in Higher Education
L'explicitation et la reconstruction des arguments pratiques dans l'enseignement
Assessment of the digital competencies of university instructors through use of the machine learning method
Reflection as teachers
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The reflective practices of early and late career music educators
Teachers’ changed perceptions of pupils’ motivation for learning through professional development
The social and cultural shaping of educational technology
Primary teachers' perceptions of baseline assessment in mathematics
Research into interventions from a cultural-individual innovation perspective
School self-evaluation as a reflective dialogue between researchers and practitioners
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Interdisciplinary Collaboration in Teacher Education
Caricatures in Innovation
Learning to Teach Mathematics
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
Estrategias pedagógicas de literacidad
From Resistance to Advocacy for Math Literacy
Organization and Development Features of Grade 8 and Grade 10 Writers
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Connecting theory to practice
Bridging theory and practice
Designing a community of practice
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Stability and change in the beliefs of student teachers during practice teaching
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Sir, on what page is the answer?’ Exploring teacher decision-making during complex curriculum change, with specific reference to the use of learner support material
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Rhythms in teaching
Organizational conditions of teacher learning
Student teachers' understandings of successful and unsuccessful teaching
Varieties of discourse in supervisory conferences
Forces which shape the implemented curriculum in high school science and mathematics
Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation
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Using Textbooks and Teachers' Guides
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Musings on the Moral Life of Schools
Are Cognitive Skills Context-Bound
Asking the Right Questions About Teacher Preparation
Prior Beliefs and Cognitive Change in Learning to Teach
The Enhancement Function of Staff Development
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching
Cognition and Improvisation
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Expert-Novice Differences in Perceiving and Processing Visual Classroom Information
A Study in Contrast
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Reflective Teachers
Barriers to the Effective Supervision of Student Teaching
Constraints on Teacher Change
The Impact of the Student Teaching Experience on the Development of Teacher Perspectives
Experience Counts, Theory Doesn't
| Unique citing works | 82 |
|---|---|
| Citations per year | 2,31 |
| Citation span | 1990 - 2023 (34) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 81 |