Learning Teaching in, from, and for Practice: What Do We Mean?

By M. Lampert. 2010

648 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0f69a421c3be6dc6c89d40214ba388ff48bb20ff

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In Education

Citations in the corpus

Differential effects of three professional development models on teacher knowledge and student achievement in elementary science (2012, background): “It is essential that professional development supports teachers’ skill in the instructional routines at the heart of classroom practice (Ball & Cohen, 1999; Dewey, 1965; Grossman, 2005; Grossman & McDonald, 2008; Lampert, 2010); teachers must ‘‘learn how to do instruction, not just hear and talk abo”
Student Teaching’s Contribution to Preservice Teacher Development (2013, background): “This overlap makes sense given critical linkages between “thought and action” in relational work such as teaching (Lampert, 2010, p. 31).”
A Framework for the Facilitation of Teachers’ Analysis of Video (2014, result): “This approach is consistent with Lampert (2010) and Grossman, Hammerness, and McDonald (2009) who advocate for the field to define a core set of practices for the work of teaching.”
Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017, background): “On the contrary, the QT framework is more about a conception of “the practice of teaching” (Lampert, 2010, p. 29) (akin to the practice of law or practice of medicine) than it is a specific set of skills to be mastered.”
The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020, background): “, 2013) and to find novel solutions that utilize more resources more broadly as well as knowledge sharing, collaboration, and SEL (Gómez-Pablos et al., 2017; Lampert, 2010).”
Articulating Design Principles for Productive Use of Video in Preservice Education (2018, background): “Those goals include (a) forming a shared vision of teaching that supports all students in engaging deeply with the discipline in an equitable way (Hatch & Grossman, 2009; Kang, 2017; Windschitl & Calabrese-Barton, 2016); (b) developing deeper understandings about the discipline, learning, and learne”
Rigor and Responsiveness in Classroom Activity (2016, background): “Our theory of action for rigorous and responsive teaching in classrooms rests on the assumption that teaching is fundamentally about setting intellectually meaningful learning goals and then creating opportunities for students to learn through mediated action (Cohen, 2011; Lampert, 2010).”
Design Research with Educational Systems: Investigating and Supporting Improvements in the Quality of Mathematics Teaching and Learning at Scale (2013, background): “In general, the extent to which interactions with a more knowledgeable other involve significant learning opportunities depends on whether the interactions focus on problems of practice (Ball, Sleep, Boerst, & Bass, 2009; Lampert, 2010).”
Content-Focused Coaching: Five Key Practices (2016, methodology): “We use the term coach planning practices to refer to the coach’s actions in designing activities in which to engage particular teachers (see Lampert, 2009).”
Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons? (2017, background): “This is the approach already advocated by some teacher educators who describe programs that focus on a relatively few ‘‘high leverage practices’’ (Ball & Forzani, 2009, 2011; Grossman et al., 2009; Lampert, 2009).”
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas (2020, background): “Learning a practice, whether it is the practice of medicine, law, or teaching, involves learning to engage in activity that is not unique to an individual, but is common to a community of professionals and has been developed over time by others (Lampert, 2010).”
Keeping It Complex (2013, methodology): “We use them all in this article, and depend on the context for clarity (see Lampert, 2010).”
Prospective teachers development of adaptive expertise (2015, background): “To develop teacher agency and dampen the effects of enculturation into existing teaching modes, it was important that we challenged and supported PTs to build theories of practice that bridged formal and everyday knowledge (Lampert, 2010).”