Search results for: Lampert Magdalene
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The authors analyze a particular pedagogy for learning to interact productively with students and subject matter, which they call “rehearsal.” Their goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. The results of the quantitative analyses characterize how typical rehearsals were structured and what was worked on. Furthermore, the results show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.
Updated: Jan. 26, 2016
The purpose of this article is to provoke clarification of what we mean when we talk about practice in relation to learning teaching. The author explores four different conceptions of practice and their implications for how learning teaching might be organized. The author draws on her own research on the work of teaching from the perspective of practice to represent the nature of the work and to speculate from various perspectives on how that work might be learned.
Updated: Mar. 14, 2010