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Towards an articulation of expert classroom practice
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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 0742-051X
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Official URL: http://dx.doi.org/10.1016/j.tate.2006.09.002
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.
| Item Type: | Journal Article |
|---|---|
| Subjects: | L Education |
| Divisions: | Faculty of Social Sciences > Philosophy |
| Journal or Publication Title: | Teaching and Teacher Education |
| Publisher: | Elsevier |
| ISSN: | 0742-051X |
| Date: | October 2007 |
| Volume: | Vol.23 |
| Number: | No.7 |
| Number of Pages: | 12 |
| Page Range: | pp. 1127-1138 |
| Identification Number: | 10.1016/j.tate.2006.09.002 |
| Status: | Peer Reviewed |
| Publication Status: | Published |
| Access rights to Published version: | Restricted or Subscription Access |
| URI: | http://wrap.warwick.ac.uk/id/eprint/31422 |
Data sourced from Thomson Reuters' Web of Knowledge
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