Knowing what matters: Short introductory texts support pre-service teachers‘ professional vision of tutoring interactions-Reference-Cited by-同舟云学术

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Knowing what matters: Short introductory texts support pre-service teachers‘ professional vision of tutoring interactions

Published:2023-04 Issue: Volume:124 Page:104014
ISSN:0742-051X
Container-title:Teaching and Teacher Education
language:en
Short-container-title:Teaching and Teacher Education

Author:

Martin Monika^ORCID,Farrell Meg^ORCID,Seidel Tina^ORCID,Rieß Werner,Könings Karen D.,van Merriënboer Jeroen J.G.,Renkl Alexander^ORCID

Funder

Deutsche Forschungsgemeinschaft

Publisher

Elsevier BV

Subject

Education

Reference83 articles.

1. The work of teaching and the challenge for teacher education;Ball;Journal of Teacher Education,2009

2. Developing conceptions of classroom environments: Some light on the T in classroom studies of ATI;Berliner;Educational Psychologist,1983

3. Läsbarhet [readability];Björnsson,1968

4. How pre-service teachers observe teaching onvideo: Effects of viewers’ teaching subjects and the subject of the video;Blomberg;Teaching andTeacher Education,2011

5. Five research-based heuristics for using video in pre-service teacher education;Blomberg;Journal for Educational Research Online,2013

Cited by 5 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis;Instructional Science;2024-05-02

2. Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study;Frontiers in Education;2023-11-13

3. Assessment of noticing of classroom disruptions: a multi-methods approach;Frontiers in Education;2023-10-24

4. From coursework to fieldwork: How do teacher candidates enact and adapt core practices for instructional scaffolding?;Teaching and Teacher Education;2023-10

5. How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study;Teaching and Teacher Education;2023-08

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