What Counts as an Explanation for a Science Teaching Event?

Teaching Education

Volumn 3, Issue 2, 1991, Pages 69-87

  Roberts, Douglas A ^a  

^a UNIVERSITY OF CALGARY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84911792180     PISSN: 10476210     EISSN: 14701286     Source Type: Journal    
DOI: 10.1080/1047621910030208     Document Type: Article

References (13)

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4. Berliner, D. (1988, December). Implications of studies of expertise in pedagogy for teacher education and evaluation. Paper presented at Temple University.
5. Borko, H., & Livingston, C. (1989). Cognition and improvisation: Difference in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473–498.
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10. Hirst, P. (1971). What is teaching? Journal of Curriculum Studies, 3(1), 5-18.
11. Komisar, B. (1968). Teaching: Act and enterprise. In C. Macmillan & T. Nelson (Eds.), Concepts of teaching: Philosophical essays (63-68). Chicago: Rand McNally.
12. Peterson, P., & Comeaux, M. (1987). Teachers’ schemata for classroom events: The mental scaffolding of teachers' thinking during classroom instruction. Teaching and Teacher Education 3(4), 319-331.
13. Roberts, D., & Chastko, A. (1990). Absorption, refraction, reflection: An exploration of beginning science teacher thinking. Science Education, 74(2), 197-224.