The Work of Teaching and the Challenge for Teacher Education

By Deborah Loewenberg Ball, F. Forzani. 2009

1,527 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e4c83f00339b50145e0c54bfba5b10add56ba87b

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In Education

Citations in the corpus

Using Wenger’s Communities of Practice to Explore a New Teacher Cohort (2011, methodology): “Ball and Forzani (2009) point out that policy initiatives are often misguided in their focus on recruitment and retention efforts rather than on a reconceptualization of a professional learning curriculum rooted in practice. The purpose of our study is to contribute to this conversation by using Wen”
Making Progress on Mathematical Knowledge for Teaching (2016, positive): “…tasks of teaching that has been highlighted in previous publications on the practice-based theory of mathematical knowledge for teaching (e.g., Ball et al., 2008; Hoover, Mosvold, & Fauskanger, 2014), as well as in previous efforts to conceptualize the work of teaching (e.g., Ball & Forzani, 2009).”
Lesson study in teacher education: Learning from a challenging case (2015, background): “The work of teaching includes subject-specific tasks or challenges, but it also includes “broad cultural competence and relational sensitivity, communication skills, and the combination of rigour and imagination fundamental to effective practice” (Ball & Forzani, 2009, p. 497).”
Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era (2015, background): “…the work of general and special educators in terms of coordinating effective core instruction through the identification of high-leverage practices and content and by arguing a more carefully sequenced practice-based approach to teacher education (Ball & Forzani, 2009; Grossman & McDonald, 2008).”
Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice (2013, background): “In this, these pre-service teachers expressed similar concerns to those identified in mentor teachers by Hastings (2010), and of the unnaturalness of teaching (Ball & Forzani, 2009), where ongoing critique with peers forms part of the professional role.”
Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years (2013, background): “More recently, scholars have argued that the importance of this knowledge is most apparent in its enactment (Ball & Forzani, 2009; Grossman, Hammerness, & McDonald, 2009).”
Teacher Preparation For Quality Teaching (2011, background): “Lampert and Graziani (2009) presented a proposal for reform in teacher education that is more directly focused on learning a particular set of instructional activities than was included in the proposals by Grossman et al. (2009) or Ball and Forzani (2009).”
Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations (2016, background): “…these measures isolate the contributions of teacher-specific features of classroom or whether teaching is so inherently situated that any teaching practice is contingent on a teacher’s students and the school or district in which one teaches (Ball & Forzani, 2009; Grossman & McDonald, 2008).”
(Re)Considerations of Ignorance and Resistance in Teacher Education (2013, background): “Denaturalizing the teaching process (Ball & Forzani, 2009), developing critical consciousness, engendering a reflective practice, or any other pedagogical goal involves taking what teacher candidates thought they knew about teaching, the world, and the relationship between the two, and attempting…”