Developing teaching knowledge through peer discourse

Teaching and Teacher Education

Volumn 18, Issue 6, 2002, Pages 715-737

  Manouchehri, Azita ^a  

^a CENTRAL MICHIGAN UNIVERSITY   (United States)

Author keywords

Mathematics teachers; Pre service teacher education; Secondary education; Teacher collaboration; Teacher reflection

Indexed keywords

EID: 0036331867     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0742-051X(02)00030-6     Document Type: Article

References (27)

1. The nature of fourth graders' socio-cognitive conflicts in peer led and teach led discussions of literature
2. Communication and learning in small groups
3. Building a case based curriculum to enhance the pedagogical content knowledge of mathematics teachers
4. Cultural psychology: A once and future discipline
5. Concpetualizing teachers' ways of knowing
6. Constructing the subject: Historical origins of psychological research
7. Professional development schools: Schools for developing a profession
8. Becoming a teacher
9. Theoretical sensitivity
10. Teachers for our nation's schools
11. Reflective practice in teacher education
12. Gender, text, and discussion: Examining intellectual safety in science classroom
13. The discursive mind
14. Life in classrooms
15. Development of reflective practice: A study of preservice teachers
16. Schoolteacher
17. Understanding teaching: Continuity and change in teacher's knowledge
18. Professional discourse and teacher change
19. Implementing mathematics reform: The challenge within
20. Student teachers use action research: Issues and examples
21. Development and learning
22. The culture of the school and the problem of change
23. Educating the reflective practitioner
24. Talking about rates conceptually, Part II: Mathematical knowledge for teachers
25. Mind in society: The development of higher psychological processes
26. Culture, communication, and cognition: Vygotskian perspectives