Articulating teacher thinking to build collectively efficacious practice: a longitudinal study

IF 2.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Professional Development in Education Pub Date : 2024-05-27 DOI:10.1080/19415257.2024.2357294

Carmel Patterson

引用次数: 0

Abstract

Individual pedagogical knowledge is tacitly understood by teachers with minimal opportunities to discuss, demonstrate and expand upon teaching and learning practices together. Articulating implicit...

查看原文本刊更多论文

阐明教师思维，打造集体高效实践：一项纵向研究

教师对个人教学知识的理解是隐性的，很少有机会共同讨论、展示和扩展教学实践。阐明隐含的教学知识对教师的教学工作至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Professional Development in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.30

自引率

4.80%

发文量