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Toward Expert Thinking: How curriculum case writing prompts the development of theory-based professional knowledge in student teachers

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References

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2010

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Evaluating teacher education outcomes: a study of the Stanford Teacher Education Programme

83 cited

2016Intra-individual differences in developing professional vision: preservice teachers’ changes in the course of an innovative teacher education program79 cited

2015Noticing and reasoning of teaching and learning components by pre-service teachers76 cited

2013Promoting and Assessing Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) in the Context of Case Development75 cited

2011Promoting Urban Teachers’ Understanding of Technology, Content, and Pedagogy in the Context of Case Development71 cited

2017What is in the eye of preservice teachers while instructing? An eye-tracking study about attention processes in different teaching situations69 cited

2014Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision63 cited

2015Assessing Professional Vision in Teacher Candidates55 cited

2021Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies32 cited

2014Learning How to Be a Research-Minded Teacher4 cited