Learning to See in Classrooms: What are student teachers learning about teaching and learning while learning to teach in schools?

By Anne Edwards *, L. Protheroe. 2003

197 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/9bc7a4b8cbaad3edb137153510c94f0313302552

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Elizabeth A. van Es
2. L. Orland-Barak
3. Miriam Gamoran Sherin
4. Auli Toom
5. K. Pyhältö
6. J. Pietarinen
7. T. Soini
8. Anne Edwards *

In Human Factors and Ergonomics

1. Anne Edwards *
2. Gwendolyn M. Lloyd
3. J. Pietarinen
4. K. Pyhältö
5. T. Soini
6. Elizabeth A. van Es
7. Marion Jones
8. Katherine Straker

Citations in the corpus

• Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “In these intensified, lengthened, and fully immersed field experiences, mentor teachers are bestowed with multiple yet often competing responsibilities to support preservice teachers to learn to teach effectively (Clarke et al., 2014; Edwards & Protheroe, 2003).”
• The influence of video clubs on teachers’ thinking and practice (2010, background): “This is particularly true in the context of mathematics education reform, where teachers are asked to adopt a responsive approach to teaching, adapting their instruction based on the ideas students raise (Ball and Cohen 1999; Edwards and Protheroe 2003; National Council of Teachers of Mathematics ”
• Meaningful learning in teacher education (2018, background): “…raised the problems of teacher education preparing teachers for delivering a predetermined curriculum instead of supporting their critical reflection and thinking skills (Edwards & D’Arcy, 2004; Edwards & Protheroe, 2003) and presenting teaching as a mere technical activity (Zeichner, 2014).”
• What informs mentors' practice when working with trainees and newly qualified teachers? An investigation into mentors' professional knowledge base (2006, background): “However, as indicated by the findings of this study, Edwards and Protheroe (2003) argue that they have seen very little evidence of team teaching as mentors provide more traditional supervision shaped by their relationship with the higher education institution and the expectations of the school.”
• Relational agency and disposition in sociocultural accounts of learning to teach (2004, background): “In England the emphasis in ITT has been on a constrained form of individual agency among teachers which limits almost to extinction their capacities for deliberative and responsive teaching in school-based work (Edwards & Protheroe, 2003).”
• Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate (2007, background): “Similar observations were made by Edwards and Protheroe (2003): In England, a focus on pupil performance in national tests, backed by inspection strategies, together with performance standards for beginning teachers, is forcing attention on the performances of student teachers as deliverers of a…”
• What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “Student teachers have been, for instance, shown to have difficulties in taking their pupils’ needs into account in pedagogical encounters (Edwards & D’Arcy, 2004; Edwards & Protheroe, 2003; Kumpulainen & Lipponen, 2012).”