Exploring the role of content knowledge in teacher design conversations-Reference-Cited by-同舟云学术

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Exploring the role of content knowledge in teacher design conversations

Published:2016-01-05 Issue:2 Volume:32 Page:157-169
ISSN:0266-4909
Container-title:Journal of Computer Assisted Learning
language:en
Short-container-title:Journal of Computer Assisted Learning

Author:

Boschman F.¹^ORCID,McKenney S.²³,Pieters J.³,Voogt J.¹⁴

Affiliation:

1. Windesheim University of Applied Sciences; Zwolle The Netherlands

2. Welten Institute; Open University of the Netherlands; Heerlen The Netherlands

3. Faculty of Behavioral and Management Sciences; University of Twente; Enschede The Netherlands

4. University of Amsterdam; Amsterdam The Netherlands

Publisher

Wiley

Subject

Computer Science Applications,Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/jcal.12124/fullpdf

Reference26 articles.

1. Understanding decision making in teachers' curriculum design approaches;Boschman;Educational Technology Research and Development,2014

2. Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities;Boschman;Computers & Education,2015

3. Understanding pedagogical design capacity through teachers' narratives;Davis;Teaching and Teacher Education,2011

4. Collaborative curriculum development: An encounter of different professional knowledge systems;Deketelaere;Teachers and Teaching: Theory and Practice,1996

Cited by 12 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. Leadership in teacher design teams for professional development: research synthesis and applications for coaches;Irish Educational Studies;2022-11-30

2. Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process;Computers & Education;2021-10

3. Research in early childhood teacher domain-specific professional knowledge – a systematic review;European Early Childhood Education Research Journal;2021-06-14

4. The development and validation of the Teachers' Self‐Efficacy Beliefs for Literacy Instruction in the 21st Century (TBLI21c) scale: A pilot study;Journal of Research in Reading;2021-04

5. Conceptualising and measuring domain‐specific content knowledge of early childhood educators: A systematic review;Review of Education;2021-02-03

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