Literaturnachweis - Detailanzeige
| Autor/inn/en | Ainley, Janet; Luntley, Michael |
|---|---|
| Titel | Towards an Articulation of Expert Classroom Practice |
| Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 23 (2007) 7, S.1127-1138 (12 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0742-051X |
| DOI | 10.1016/j.tate.2006.09.002 |
| Schlagwörter | Mathematics Teachers; Attention; Class Activities; Knowledge Base for Teaching; Articulation (Speech); Mathematical Models; Basic Vocabulary; Research Methodology; Classroom Techniques; Mathematics Instruction |
| Abstract | We report on a small scale study with six experienced teachers of mathematics in which we have applied a general theoretical model of expert practice (developed by the second author) to explore the nature of the knowledge base that enables teachers to operate effectively in the complexity of a class of 30 pupils. This model uses the notion of attention-dependent knowledge, which is derived through the use of specialised attentional skills. A methodology was developed which enabled us both to investigate the role of attention-dependent knowledge and to develop a basic vocabulary to articulate aspects of expert classroom practice. (Author). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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