“Are we jumping into a gap?” A study of the interplay between theoretical input and practical knowledge during noticing as reasoning of a lesson study team in initial teacher education

Author:

Bakker CarienORCID,de Glopper KeesORCID,de Vries Siebrich

Publisher

Elsevier BV

Reference50 articles.

1. Following a teacher's mathematical and scientific noticing across career progression from field experiences to classroom teaching;Amador,2017

2. What preservice teachers and knowledgeable others professionally notice during lesson study;Amador;The Teacher Educator,2015

3. Noticing as reasoning in Lesson Study teams in initial teacher education;Bakker;Teaching and Teacher Education,2022

4. The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis;Bangert-Drowns;Review of Educational Research,2004

5. Developing teachers' mathematical-task knowledge and practice through lesson study;Barber;International Journal for Lesson and Learning Studies,2018

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