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The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills
16 references·0 citing·48 second hop
The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills (2021)The Impact of Procedural Knowledge on the…Teacher beliefs, knowledge, and practice of self-regulated learning (2014)Teacher beliefs, knowledge, a…Promoting Student Metacognition (2012)Promoting Student Metacogniti…Handbook of Research on Student Engagement (2012)Handbook of Research on Stude…Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning (2012)Declarative knowledge and pro…Redefining teaching, re‐imagining teacher education (2009)Redefining teaching, re‐imagi…Handbook of Metacognition in Education (2009)Handbook of Metacognition in …Reconceptualizing procedural knowledge. (2005)Reconceptualizing procedural …The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching (2002)The hidden side of the work: …Teacher knowledge and the knowledge base of teaching (2001)Teacher knowledge and the kno…The Role of Goal Orientation in Self-Regulated Learning (2000)The Role of Goal Orientation …Exploring language teachers’ practical knowledge about teaching reading comprehension (1999)Exploring language teachers’ …Self-regulated Learning at the Junction of Cognition and Motivation (1996)Self-regulated Learning at th…The Knower and the Known: The Nature of Knowledge in Research on Teaching (1994)The Knower and the Known: The…Research on teacher's knowledge: the evolution of a discourse (1991)Research on teacher's knowled…Becoming a self-regulated learner: Which are the key subprocesses? (1986)Becoming a self-regulated lea…Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Metacognition and cognitive m…Intrinsic Motivation and Self-Determination in Human Behavior (1985)The theory of planned behavior (1991)Self-Efficacy: The Exercise of Control (1999)A 2 × 2 achievement goal framework. (2001)Motivational Beliefs, Values, and Goals (2002)A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003)Progress in experimental personality research (1964)The ecology of human development : experiments by nature and design (1979)Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies (1986)Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting (1992)Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting (1992)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Situated Cognition and the Culture of Learning (1989)Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university (1999)Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance (2003)Self-regulation and academic achievement and resilience: A longitudinal study (2004)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Those Who Understand: Knowledge Growth in Teaching (1986)The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy (2005)What is teacher learning? A socio‐cultural perspective (2006)Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (2016)Handbook of research on teaching (1986)Educating the reflective practitioner (1987)Learning Teaching in, from, and for Practice: What Do We Mean? (2009)Core Practices and Pedagogies of Teacher Education (2013)The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning (2020)Knowledge and Teaching:Foundations of the New Reform (1987)Conducting Research on Practice (1994)The Tacit Dimension (1997)Patterns of core and generic skill provision in higher education (1999)Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation. (2011)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Grounded theory research: Procedures, canons, and evaluative criteria (1990)A review of research on metacognition in science education: current and future directions (2013)Considering the Role of Affect in Learning: Monitoring Students' Self-Efficacy, Sense of Belonging, and Science Identity (2014)The power of internal feedback: exploiting natural comparison processes (2020)Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument (2006)Student Engagement: What Is It? Why Does It Matter? (2012)PISA 2018 Assessment and Analytical Framework (2019)Mapping research in student engagement and educational technology in higher education: a systematic evidence map (2020)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Meta-Analysis of Theory-of-Mind Development: The Truth about False Belief (2001)Self-Regulated Learning: Beliefs, Techniques, and Illusions (2012)Teaching Adolescents To Become Learners The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review (2013)Cognitive Theory of Multimedia Learning (2014)Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance (2007)Implications for educational practice of the science of learning and development (2019)
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References

  • 1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.11,258 cited
  • 2000The Role of Goal Orientation in Self-Regulated Learning5,169 cited
  • 2012Handbook of Research on Student Engagement3,048 cited
  • 2009Redefining teaching, re‐imagining teacher education1,756 cited
  • 2009Handbook of Metacognition in Education1,503 cited
  • 1986Becoming a self-regulated learner: Which are the key subprocesses?1,192 cited
  • 1994The Knower and the Known: The Nature of Knowledge in Research on Teaching927 cited
  • 2012Promoting Student Metacognition617 cited
  • 2001Teacher knowledge and the knowledge base of teaching601 cited
  • 1996Self-regulated Learning at the Junction of Cognition and Motivation558 cited
  • 2002The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching492 cited
  • 1991Research on teacher's knowledge: the evolution of a discourse472 cited
  • 2005Reconceptualizing procedural knowledge.423 cited
  • 2014Teacher beliefs, knowledge, and practice of self-regulated learning250 cited
  • 2012Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning

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230 cited
  • 1999Exploring language teachers’ practical knowledge about teaching reading comprehension225 cited
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