Preparing Teachers to Learn from Teaching

By James Hiebert, Anne K. Morris, Dawn Berk, Amanda Jansen. 2007

545 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6b79b10f1a74c62deaaa4ac76271a147cec4f1ce

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Citations in the corpus

Articulating Design Principles for Productive Use of Video in Preservice Education (2018, background): “Those goals include (a) forming a shared vision of teaching that supports all students in engaging deeply with the discipline in an equitable way (Hatch & Grossman, 2009; Kang, 2017; Windschitl & Calabrese-Barton, 2016); (b) developing deeper understandings about the discipline, learning, and learne”
Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn? (2009, background): “In particular, the skills hypothesized to be essential include specifying learning goals for students, examining the alignment between instruction and achievement of these goals, and analyzing the evidence of students’ learning in order to evaluate and then revise instruction to make it more effecti”
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice (2015, methodology): “The course for secondary preservice teachers was heavily influenced by research on teacher noticing, lesson analysis, and teacher reflection (Hiebert et al., 2007; Rodgers, 2002; Santagata et al., 2007; van Es & Sherin, 2002).”
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning (2015, methodology): “Much of the conceptualization on dispositions, knowledge, and skills to learn from practice has been conducted by Hiebert and colleagues (Hiebert et al., 2007; Hiebert, Morris, & Glass, 2003).”
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, background): “In the description phase of the reflective cycle, teachers name and differentiate complex elements in an experience (Rodgers 2002) with specificity (van Es and Sherin 2002, 2008) as they empirically observe whether their students learn and what they learn (Hiebert et al. 2007).”
Prospective teacher learning: recognizing evidence of conceptual understanding (2013, background): “1992), and teachers may need a certain kind of knowledge to teach mathematics for conceptual understanding effectively (Ball et al. 2005a; Hiebert et al. 2007), including”
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2010, background): “We address our hypothesis that CK and PCK have differential implications for teaching and learning by testing the predictive significance of the two knowledge constructs (Hill et al., 2007). As Seidel and Shavelson (2007) have pointed out, the reviews and metaanalyses summarizing the state of resear”
Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why? (2011, background): “Analyzing learning artifacts has helped teachers generate and test hypotheses about instructional decisions (Hiebert et al., 2007; Nave, 2000; Wheatley, 2002), pushed them to think beyond routine, familiar activity in the classroom (Kazemi & Franke, 2004; Sandoval, Deneroff, & Franke, 2002), and led”
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching (2010, background): “The essential elements of any instructional effort are included in the lesson: goals for students’ learning, activities, assessment, and closure (Hiebert et al., 2007; Santagata et al., 2007).”
Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions (2021, background): “To name but a few of the theoretical studies of teacher success, we can refer to those of Porter and Brophy (1988), Tamblyn (2000), Johnson and Birkeland (2003), Hiebert et al. (2007), Moafian and Pishghadam (2009), Richards (2010), and Coombe (2014, 2020).”
Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy (2017, background): “A central goal of teacher preparation includes providing candidates with tools to learn in and from their practice, which involves learning to see and makes sense of the detailed events and interactions in teaching and how they relate to promote student learning (Ball & Cohen, 1999; Feiman-Nemser, 2”
Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, methodology): “Research proposes that preservice teacher education is a critical time to develop beginning teachers’ reflective skills (Feiman-Nemser, 2001; Hiebert et al., 2007) because teachers cannot learn all they need to know to become an effective teacher in the brevity of teacher education programs.”