Tracing the Evolution of Pedagogical Content Knowledge as the Development of Interanimated Discourses
By J. Seymour, R. Lehrer. 2006
66 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/20b2b8917726ee45f19b625c9c366761c52c73f1
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Christopher Budano
- Anita M. Martin
- Chauncey Monte-Sano
- Brian Hand
- Jan Eberhardt
- Meilan Zhang
- Mary A. Lundeberg
- F. Arbaugh
In Education
- Christopher Budano
- Anita M. Martin
- Chauncey Monte-Sano
- Brian Hand
- Jan Eberhardt
- Meilan Zhang
- Mary A. Lundeberg
- F. Arbaugh
Citations in the corpus
- Strategic Facilitation of Problem-Based Discussion for Teacher Professional Development (2011, background): “For example, in the study of Seymour and Lehrer (2006) , as the teacher learned to recognize students' ways of talking about mathematics and build on the particulars of their ideas, her classroom discourse became increasingly interanimated.”
- Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study (2009, background): “These findings are consistent with recent literature involving science argument, that with an increase in student voice, students develop the skills necessary to design investigations, make claims and provide evidence for their findings (Mercer et al. 2004; Naylor et al. 2007; Seymour and Lehrer 20”
- Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “…and Khan 2009, Gillies and Haynes 2011), curriculum, development, enactment and implementation (for example, Collopy 2003, Remillard 2000, 2005, Seymour and Lehrer 2006) and teacher professional collaborations and communities (for example, Borko et al. 2000, Timperley et al. 2008, Van Es and…”
- Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years (2013, background): “Seymour and Lehrer (2006) tracked an experienced teacher’s efforts to support her students’ understanding of linear functions over 2 years.”