Parsing the Practice of Teaching

By Mary Kennedy. 2016

214 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/3db0c7c8485de0511b13652fcfa44d7819ff746e

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

How Does Professional Development Improve Teaching? (2016, methodology): “I sorted program content according to the type of teaching problems they addressed, using a framework devised by Kennedy (2016).”
Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas (2020, background): “” Contemporary critics of PBTE question whether focusing on practices and practicing overemphasizes visible behaviors of teaching at the expense of the invisible instructional purposes that motivate teachers’ behaviors (Kennedy, 2016; Philip et al., 2018; Zeichner, 2012).”
Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates (2018, background): “…educators should help novices reason and think strategically about how and when to enact a particular practice, and that instructional practices should remain tethered to instructional purposes (Kennedy, 2016) and to the development of novices’ “broad professional vision” (Zeichner, 2012, p. 379).”
The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020, background): “PBL opponents claim that such practices including predetermined routines can undermine the underlying assumptions of conversational and responsive education (Kennedy, 2016).”
Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy (2017, background): “Together, these three phases intend to provide teacher candidates with conceptual tools for noticing and analyzing teaching (Grossman et al., 1999; Kennedy, 2016) that guide the substance of what teachers attend to and how they reason about these observations, while also providing a structure for en”