Learning about and learning from expert teachers

By David C. Berliner. 2001

1,003 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8b9ffe6e6c902a21b8ecc0485c11db8f1f306c89

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Citations in the corpus

Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking (2015, background): “This disciplined awareness, or noticing, is more typical of expert practitioners (Berliner, 2001; Mason, 2002), and persisted beyond the conclusion of the course.”
Developing an Instrument for Teacher Feedback : Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors (2018, methodology): “Teacher development has been described in terms of cumulative phases in expertise or concerns (e.g., Berliner, 2001; Conway & Clark, 2003; Day, Sammons, Stobart, Kingston, & Gu, 2007; Fuller, 1969; Huberman, 1993).”
Towards a Definition of Excellence in Sport Coaching (2007, background): “performances, we are mistakenly basing our search on indirect behavioural measures (Berliner, 2001).”
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, background): “The empirical fi ndings from expertise research provide important points of orientation that have been complemented by fi ndings from instructional research (see Berliner 2001 ; Palmer et al. 2005 ).”
Classroom Management Scripts: a Theoretical Model Contrasting Expert and Novice Teachers’ Knowledge and Awareness of Classroom Events (2020, background): “Expert teachers have elaborate episodic knowledge of classrooms, are better able to adaptively integrate their pedagogical knowledge of types of events and students, and are more perceptive to the multidimensional complexity of classroom events (Berliner 2001; Doyle 1990; Westerman 1991).”
Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education (2012, background): “Furthermore, instruction is focused on as the core activity of teachers (Baumert & Kunter, 2006; Berliner, 2001, 2004; Blömeke et al., 2008; Bromme, 1997) serving as an heuristic to select topics and cognitive demands of general pedagogical knowledge.”
Eye-Tracking in Educational Practice: Investigating Visual Perception Underlying Teaching and Learning in the Classroom (2020, background): “This is true from the perspective of the teacher, who has to monitor, manage, evaluate, and educate all pupils in a personalized way and at the same time (Berliner 2001, 2004; Livingston and Borko 1989).”
Keeping an Eye on Learning (2015, background): “Berliner (2001) furthered this discussion of the learning-outcomes issue, pointing out that the development of deep representations of subject content, offering a challenging curriculum, and demonstrating proficiency in monitoring and providing feedback to students are strong determinants for…”
Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking. (2015, background): “There are many cases, particularly with novice teachers, in which student thinking is observable but not observed by the teacher (e.g., Berliner, 2001; Peterson & Leatham, 2009; Stockero & Van Zoest, 2013).”