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Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes
16 references·1 citing·30 second hop
Meta-Didactical Transposition: A Theoretical Model for Teacher Education Programmes (2013)Meta-Didactical Transposition: A Theoreti…Knowing, Learning, and Instruction (2018)Knowing, Learning, and Instru…Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics (2018)Cognitive Apprenticeship: Tea…Handbook of International Research in Mathematics Education (2015)Handbook of International Res…Content Knowledge for Teaching (2008)Content Knowledge for TeachingElaborating a model of teacher professional growth (2002)Elaborating a model of teache…Sorting things out: classification and its consequences (2000)Sorting things out: classific…Sorting Things Out (1999)Sorting Things OutCommunities of practice learning, meaning, and identity (1999)Communities of practice learn…Communities of Practice (1998)Communities of PracticeInternational Handbook of Mathematics Education (1997)International Handbook of Mat…Reconstructing Mathematics Pedagogy from a Constructivist Perspective (1995)Reconstructing Mathematics Pe…Cognitive Apprenticeship (1988)Cognitive ApprenticeshipEducating the Reflective Practitioner. Toward a New Design for Teaching and Learning in the Professions. The Jossey-Bass Higher Education Series. (1987)Educating the Reflective Prac…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Mind in society: The development of higher psychological processes. L. S. Vygotsky. (1978)Mind in society: The developm…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Characterization of Knowledge Transactions in Design-Based Research Workshops (2023)Characterization of Knowledge…Educating the reflective practitioner (1987)Knowledge and Teaching:Foundations of the New Reform (1987)Situated Learning: Legitimate Peripheral Participation. (1994)Teacher professional development in Teaching and Teacher Education over ten years (2010)Conceptualizing Teacher Professional Learning (2011)Inconvenient truths about teacher learning: towards professional development 3.0 (2016)Manuscript Preparation (1997)Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study (2008)Formative assessment: a critical review (2011)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Situated Cognition and the Culture of Learning (1989)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)A review of research on teacher beliefs and practices (1996)Capturing complexity: a typology of reflective practice for teacher education (2002)Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection (2003)Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)The Four-Phase Model of Interest Development (2006)Focus on Formative Feedback (2008)The Ethnography of Infrastructure (1999)10 Sociomateriality: Challenging the Separation of Technology, Work and Organization (2008)The Politics and Poetics of Infrastructure (2013)
this work references cited by second hop

References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1998Communities of Practice23,452 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1999Sorting Things Out6,175 cited
  • 2008Content Knowledge for Teaching5,381 cited
  • 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics3,674 cited
  • 2002Elaborating a model of teacher professional growth2,229 cited
  • 2018Knowing, Learning, and Instruction1,810 cited
  • 1987Educating the Reflective Practitioner. Toward a New Design for Teaching and Learning in the Professions. The Jossey-Bass Higher Education Series.1,619 cited
  • 1995Reconstructing Mathematics Pedagogy from a Constructivist Perspective1,477 cited
  • 1997International Handbook of Mathematics Education1,316 cited
  • 1978Mind in society: The development of higher psychological processes. L. S. Vygotsky.1,309 cited
  • 1988Cognitive Apprenticeship1,299 cited
  • 2015Handbook of International Research in Mathematics Education1,009 cited

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2000
Sorting things out: classification and its consequences
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  • 2023Characterization of Knowledge Transactions in Design-Based Research Workshops1 cited