New Directions for the Design and Study of Professional Development

By E. Kazemi, A. Hubbard. 2008

241 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/3119c423faf93d09a77218e241b449078fc7f1b7

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Citations in the corpus

The influence of video clubs on teachers’ thinking and practice (2010, background): “Classroom artifacts become common referents on which teachers can focus their discussions, which can promote deep analyses of teaching and learning issues (Kazemi and Hubbard 2008).”
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students? (2009, background): “In a similar vein, Ladyshewsky (2006) emphasized trust building as a first stage of a model of peer coaching because “peer coaching relationships are first and foremost a social relationship that must be managed appropriately” (p.”
Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards (2015, background): “Sometimes, teachers’ practical knowledge helps them to interpret ideas and resources from PD, but just as easily, such knowledge can interfere with teachers making changes intended by leaders of professional developers (Kazemi & Hubbard, 2008).”
Factors impacting teachers' argumentation instruction in their science classrooms (2016, result): “These results align with other work that suggests that opportunities to enact new curriculum, activities or tools with students are important for supporting teacher learning (Kazemi & Hubbard, 2008).”
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “…is sustained (Desimone, 2009; Garet et al., 2001), thereby enabling the continued investigation of particular instructional issues and the opportunity to try ideas in the classroom and reflect on the results (Darling-Hammond et al., 2009; Kazemi & Hubbard, 2008; Stein, Silver, & Smith, 1999).”
Developing Pedagogies in Teacher Education to Support Novice Teachers' Ability to Enact Ambitious Instruction (2009, background): “The theoretical thrust of our work entails articulating what we mean by “practice” when we say teacher education should be focused on it (Ball & Cohen, 1999; Kazemi & Hubbard, 2008; Smith, 2001).”
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning (2009, background): “…programs within which to teach them to novices, and learn in and from their own practice about how to improve professional preparation for ambitious teaching (Franke & Chan, 2007; Ghousseini, 2008; Kazemi & Hintz, 2008; Kazemi & Hubbard, 2008; Kazemi, Lampert, & Ghousseini, 2007; Scott, 2008).”
The role of perception, interpretation, and decision making in the development of beginning teachers’ competence (2016, background): “Kazemi & Hubbard (2008) for example discuss the interplay between professional development settings and classroom practice.”
Learning Teaching in, from, and for Practice: What Do We Mean? (2010, background): “Kazemi and Hubbard (2008) identified rehearsals for learning teaching as a “pedagogy of enactment,” pointing out that they “simulate the sorts of situations teachers confront in the midst of instructional practice and thus engage teachers in the ways of knowing involved in classroom teaching” (p.…”