Understanding Expertise in Teaching: Frontmatter

By A. Tsui. 2003

372 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/2e4d47a0c74a0a55df9698a597728bf3e9dee764

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Citations in the corpus

Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes (2016, background): “‘‘Expert teachers can readily recognize patterns in classroom events and hence make sense of them because of their hundreds and thousands of hours of experience in the classroom’’ (Tsui 2003, p. 33).”
Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. (2016, background): “, Barnes, 2006; Farrell, 2003, 2006, 2012; Golombek, 2015; Johnson, 2015; Johnson & Golombek, 2011), with some work illustrating the development of experienced language teachers (e.g., Kubanyiova, 2012; Moodie & Feryok, 2015; Tsui, 2003).”
Learning as boundary-crossing in school–university partnership ☆ (2007, background): “Tsui, D.Y.K. Law / Teaching and Teacher Education 23 (2007) 1289–1301 1290”
Learning to become a Second Language Teacher: Identities-in-Practice. (2011, background): “To date, only two studies- Tsui (2007) and Liu and Fisher (2006), reviewed earlier - have specifically and directly addressed changes in novice language teachers' identities over time.”
Language Learning Experience as a Contributor to ESOL Teacher Cognition (2006, methodology): “The rationale for this is as follows: Most studies of how teacher beliefs and experience relate to their practice are small-scale longitudinal studies in the ethnographic tradition (see, for instance, Woods, 1996; Gutierrez-Almarza, 1996; Tsui, 2003), for the very good reason that to examine teachin”
Introducing Positive Psychology to SLA. (2014, background): “The related set of studies of “expertise” (see, e.g., Farrell, 2013; Johnson, 2005; Tsui, 2003) also examined positive examples of learners and/or teachers, typically focussing on the integrated use of competences and skills.”
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events (2020, background): “A noted difference between expert and novice teachers is the manner in which they interpret what occurs in classrooms, and how they consciously deliberate and reflect upon classroom events (Bromme 2001; Copeland et al. 1994; Tsui 2003).”
Looking beyond teachers' classroom behaviour: Novice and experienced ESL teachers' pedagogical knowledge (2008, background): “In fact, only a handful currently exists (e.g. Akyel, 1997; Richards, Li & Tang, 1998; Tsui, 2003), perhaps because investigation into teacher thinking is still a relatively young field.”