When Teaching Becomes Learning

By Miriam Gamoran Sherin. 2002

285 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1fb2a8a71c6c17cf4796cceea3fb944c0bcfb843

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In Education

Citations in the corpus

Five research-based heuristics for using video in pre-service teacher education (2013, background): “It turned out prompts are important in order to guide pre-service teachers’ video analyses (Phillip & Cabral, 2005; Santagata & Angelici, 2010; Santagata & Guarino, 2011; van Es & Sherin, 2002).”
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, background): “…to learn to systematically analyze teaching in the context of a course, they can improve their ability to attend to noteworthy features of instruction and analyze the relationship between teaching and student learning (Santagata & Guarino, 2011; Star & Strickland, 2008; van Es & Sherin, 2002).”
Seeing the Complexity of Standing to the Side: Instructional Dialogues (2005, background): “Divorcing the content from the pedagogy is an artificial bifurcation; in any teaching episode, the pedagogy is in service of the content goals (e.g., Sherin, 2002b; Stein, Smith, Henningsen, & Silver, 2000).”
Preparing Teachers to Learn from Teaching (2007, methodology): “We build on and extend the work of others (e.g., Hiebert, Morris, & Glass, 2003; Santagata, Zannoni, & Stigler, in press; van Es & Sherin, 2002) to propose a set of skills that will prepare prospective teachers to continue learning from their practice when they begin teaching.”
Inquiry into Children's Mathematical Thinking as a Means to Teacher Change (2004, background): “It can be exercised in interaction with students and the curriculum ( Sherin, 2002 ) or removed from classroom interactions, in reflection on action (Mewborn, 1999; Schon, 1983, 1987; Wood, 2001).”
Teacher Learning in the Context of a Video Club. (2004, background): “Moreover, this perspective emphasizes the need for teachers to closely analyze their teaching practices and argues that it is when teaching becomes learning for the teacher that the implementation of reform can be effective (Sherin, 2002).”
Negotiating Identities for Mathematics Teaching in the Context of Professional Development (2011, background): “Second, teachers have to reorganize their current instructional practices in ways that support students’ engagement with central mathematical ideas (Heaton, 2000; Schifter, 2001; Sherin, 2002).”
The influence of video clubs on teachers’ thinking and practice (2010, background): “A stance of inquiry on the part of the teacher is an important component of mathematics instruction in the context of reform (Hufferd-Ackles et al. 2004; Sherin 2002).”
Teachers’ conceptions of representation in middle school mathematics (2010, background): “In this view, it is often suggested that a lesson structure that allows for exploration and discussion might proceed in three phases (e.g., Fosnot and Dolk 2002; Lampert 2001; Sherin 2002 ): It begins with the launching of a mathematical task by the teacher (‘‘launch phase’’).”
Improving mathematics instruction through lesson study: a theoretical model and North American case (2009, background): “For example, teachers’ examination of student work or teachers’ joint examination of practice may surface ideas about mathematics and its teaching and learning that teachers use as a vantage point to examine and revise their own thinking (e.g., Chazan et al. 1998; Jacobs et al. 2007; Sherin 2002; ”
Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years (2013, background): “These aspects of PCK are germane to the teaching of history and reflect major aspects of PCK framed by Shulman (1986) and Ball et al.”
1. NEW PERSPECTIVES ON THE ROLE OF VIDEO IN TEACHER EDUCATION (2003, methodology): “However, rather than emphasize the infrastructure needed to present this analysis to others, as in a "video paper," VAST attempts to guide the process of analysis in which teachers engage (van Es & Sherin, 2002).”
Tracing the Evolution of Pedagogical Content Knowledge as the Development of Interanimated Discourses (2006, background): “As teachers attempt to orchestrate classroom discourse, breakdowns inevitably arise, and some of these local repairs invite repetition and variation because they prove especially fruitful from a disciplinary perspective, often in ways not originally anticipated (Gamoran-Sherin, 2002).”
Curriculum strategy framework: investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum (2009, background): “In other cases teachers adapt lessons in a variety of ways while still maintaining the goals of the lessons (Davenport 2000 , Sherin 2002 ).”
The language teacher's development (2005, background): “Interest in non-judgemental collaborative inquiry (Sotto 2001) has included description of some of the challenges of developing a non-judgemental discourse over time (Mann 2002b).”
Middle Grade Teachers’ Learning through Students’ Engagement with Modeling Tasks* (2006, background): “At this point, following Sherin (2002), it seemed she was transforming the task to fit with familiar pedagogy for finding specific solutions to problems.”
Changes in professional vision in the context of practice (2013, background): “the concept of professional vision highlights the key relevance of knowledge-guided information processing (goodwin 1994; Sherin 2002).”