Novice Teachers' Attention to Student Thinking

Autor/inn/en	Levin, Daniel M.; Hammer, David; Coffey, Janet E.
Titel	Novice Teachers' Attention to Student Thinking
Quelle	In: Journal of Teacher Education, 60 (2009) 2, S.142-154 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487108330245
Schlagwörter	Curriculum Development; Beginning Teachers; Teacher Education; Classroom Techniques; Student Attitudes; Teaching Methods; Attention; Thinking Skills; Science Teachers; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Junior teacher; Junglehrer; Lehrerausbildung; Lehrerbildung; Klassenführung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Aufmerksamkeit; Denkfähigkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The authors challenge those views, as others have done, with evidence of novices attending to students' thinking early in their teaching and offer "framing" as an alternative perspective on whether and how teachers attend to student thinking. By this account, most teachers work in professional contexts that focus their attention on curriculum, classroom routines, and their own behavior, rather than on student thinking. An account of framing suggests an early, strong emphasis on attention to student thinking in teacher education. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10