Teaching Strategies: Strategies for Helping Early Childhood Students Learn Appropriate Teaching Practices

Grossman, Sue; Williston, Judy

doi:10.1080/00094056.2003.10522780

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…Within the literature depicting this professional development, there are different takes on the skills, dispositions, and/or knowledge that teachers need to be able to attend and respond to their students' thinking. For example, several say that teachers need to practice engaging and responding to students [66][67][68]78]:…”

Section: What Do Teachers Need To Knowmentioning

confidence: 99%

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Exploring the role of content knowledge in responsive teaching

Goodhew

Robertson

2017

Phys. Rev. Phys. Educ. Res.

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In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using in situ data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within their students' thinking. We suggest an approach to teacher education that draws on the historical wisdom of the physics education research community, in which teachers develop content knowledge and then practice using that knowledge to listen and respond to student thinking.

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Section: What Do Teachers Need To Knowmentioning

confidence: 99%

“…Alex: All right. 78. Jason: So if they, they, um, I don't that that's adding any energy if they didn't drop, they just place it onto her lap-79.…”

Section: Implications For Research and Teacher Educationmentioning

confidence: 99%