Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/1079
Title: Towards an articulation of expert classroom practice.
Authors: Ainley, J.
Luntley, M.
First Published: 2007
Citation: Teaching and Teacher Education, 2007, 23 (7), pp.1127-1138
Abstract: We report on a small scale study with six experienced teachers of mathematics in which we have applied a general theoretical model of expert practice (developed by the second author) to explore the nature of the knowledge base that enables teachers to operate effectively in the complexity of a class of 30 pupils. This model uses the notion of attention-dependent knowledge, which is derived through the use of specialised attentional skills. A methodology was developed which enabled us both to investigate the role of attention-dependent knowledge and to develop a basic vocabulary to articulate aspects of expert classroom practice.
DOI Link: 10.1016/j.tate.2006.09.002
ISSN: 0742-051X
Links: http://www.sciencedirect.com/science/article/pii/S0742051X06001417
http://hdl.handle.net/2381/1079
Type: Article
Appears in Collections:Published Articles, School of Education

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