Toward Expert Thinking: How curriculum case writing prompts the development of theory-based professional knowledge in student teachers

129 citations recorded by the source corpus.

How researchers see this paper

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

From Coherence in Theory to Coherence in Practice (2006, background): “This study also had a new requirement: that case authors use considerable evidence of student learning from their student teaching experiences in their cases ( Hammerness, Darling-Hammond, & Shulman, 2002 ).”
Describing the Behavior and Documenting the Accomplishments of Expert Teachers (2004, methodology): “Hatano (1990), for example, describes the sushi expert that follows recipes and the one that is more creative, the difference, perhaps, between artisans and virtuosos (Bransford, Brown, & Cocking, 1999).”
A phenomenological study of an international teaching practicum: Pre-service teachers' experiences of professional development (2013, background): “…new teachers tend to work and think of themselves and their actions in their classrooms, during their reflections pre-service teachers may focus more on their own teaching and perhaps then slowly move on to a ‘thoughtful consideration of their students’ learning’ (Hammerness et al., 2002, p. 241).”
Instructional strategies for using video in teacher education (2013, background): “Lesson planning of novice teachers is also characterized by having the tendency to be rather general and naïve (Hammerness et al., 2002).”