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The development of knowledge structures in learning to teach

James Calderhead
- pp 51-64
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The article was published on 1988-01-01 and is currently open access. It has received 160 citations till now. The article focuses on the topics: Domain knowledge.

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Conceptualizing Teacher Professional Learning

V. Darleen Opfer, +1 more
- 01 Sep 2011 - 
TL;DR: In this article, the authors adopt a complexity theory framework to review the literature on teachers' professional development practices, the generative systems of these practices, and the impact that learning experiences have on their knowledge and changes in classroom practices.
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Significant and Worthwhile Change in Teaching Practice

Virginia Richardson
- 01 Oct 1990 - 
TL;DR: In this article, the authors explore two related literatures, teacher change and learning to teach, and develop a third perspective, which will be grounded in examples from a teacher change research project which is funded by the Office of Educational Research and Improvement (OERI), U.S. Department of Education.
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The Relationship Between Teachers’ Beliefs and Practices in Reading Comprehension Instruction

Virginia Richardson, +3 more
- 01 Jan 1991 - 
TL;DR: The authors used a belief interview technique borrowed from anthropology to determine the relationship between teachers' beliefs about the teaching of reading comprehension and their classroom practices, and found that the beliefs of teachers in this sample relate to their classroom practice in teaching reading comprehension.
Journal ArticleDOI

Toward a theory of teaching-in-context

Alan H. Schoenfeld
- 01 Jan 1998 - 
TL;DR: In this article, the authors propose a method to solve the problem of gender discrimination in the workplace, and propose an approach based on self-defense and self-representation, respectively.
Journal ArticleDOI

Conducting Research on Practice

Virginia Richardson
- 01 Jun 1994 - 
TL;DR: The authors explored two forms of research on practice: formal research and practical inquiry, and found that practical inquiry is more likely than formal research to lead to immediate classroom change, and that both are useful to practice, but in different ways.