Teacher Thinking

By Freema Elbaz. 2018

838 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6d392f0405c312fd27dd5b37f5d3537ff46e213b

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Citations in the corpus

Mathematics textbooks and their use in English, French and German classrooms: a way to understand teaching and learning cultures (2001, background): “(p.152) It is clear, as Elbaz (1983) points out, that teachers are not ‘passive transmitters of knowledge.”
Similarities and Differences in Teachers' Practical Knowledge About Teaching Reading Comprehension (2001, background): “From a review of studies on teachers' practical knowl edge, the following characteristics of this kind of knowl edge were identified: (a) It is personal?each teacher's practical knowledge is to some extent unique (Connelly & Clandinin, 1985, 1990; Elbaz, 1983).”
How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge (2009, methodology): “…often defined as including an amalgam of all teachers’ declarative and procedural cognitions such as beliefs, values, awareness, recollection, mo- Research on teachers’ knowledge 31 tives, and other aspects of mental life (e.g., Elbaz, 1983; Meijer, Verloop, & Beijaard, 1999; Zanting et al., 2003).”
The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching (2002, background): “Arguing for a distinct form of teachers’ knowledge similar to PCK, Elbaz (1983) and Clandinin (1985) said that teachers work from what they called ‘personal, practical knowledge’ in teaching.”
Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs) (2008, background): “Taking the practical context into consideration, several researchers focused their research on teachers’ practical knowledge (Clandinin, 1986; Elbaz, 1981, 1983) and practical theories (Fenstermacher, 1986; Sanders & McCutcheon, 1986), and also studied the relationship between teachers’ beliefs and…”
Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? (2016, background): “It may also be that, over time, educators use information gained from teaching experience to inform instruction (Buchmann, 1987; Elbaz, 1983) in ways that are not visible or aligned with our measure of instruction.”
Portfolios as evidence of reflective practice: what remains ‘untold’ (2005, background): “They also see the construction of a portfolio as an opportunity for developing professionally beyond the immediate, present, instant and pragmatic action that usually characterizes the practice of teaching (Elbaz, 1983; McNamara, 1990, quoted in Hatton & Smith, 1995).”
Arizona Elementary Teachers' Attitudes Toward English Language Learners and the Use of Spanish in Classroom Instruction (2005, background): “In addition, the differences between attitudes and knowledge are not clear despite several efforts intended at defining them (Elbaz, 1983; Nisbett & Ross, 1980).”
Teachers' and learners' images for coursebooks (2006, background): “cit.) who, following Handal and Lauvas (1987) and Elbaz (1983) , argues that teachers’ images not only reflect their way of thinking about teaching and learning but also influence their practice.”
‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy (2003, background): “… 2003 Taylor & Francis Ltd DOI: 10.1080/1354060032000097253 research area in general education for more than two decades (for a review see, for example, Clark and Peterson, 1986; see also such works as Elbaz, 1983; Calderhead, 1987; Lowyck and Clark, 1989; Kagan, 1992; Pajares, 1992; Fang, 1996).”
Teaching a foreign language: one teacher's practical theory (2004, background): “principles and rules ( Elbaz, 1983 ), aims or goals (Cooper & McIntyre, 1996; Marland & Osborne, 1990),”