Towards an articulation of expert classroom practice
Ainley, Janet and Luntley, Michael. (2007) Towards an articulation of expert classroom practice. Teaching and Teacher Education, Vol.23 (No.7). pp. 1127-1138. ISSN 0742-051XFull text not available from this repository.
Official URL: http://dx.doi.org/10.1016/j.tate.2006.09.002
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.
|Item Type:||Journal Article|
|Divisions:||Faculty of Social Sciences > Philosophy|
|Journal or Publication Title:||Teaching and Teacher Education|
|Official Date:||October 2007|
|Number of Pages:||12|
|Page Range:||pp. 1127-1138|
|Access rights to Published version:||Restricted or Subscription Access|
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