{"title":"阐明教师思维，打造集体高效实践：一项纵向研究","authors":"Carmel Patterson","doi":"10.1080/19415257.2024.2357294","DOIUrl":null,"url":null,"abstract":"Individual pedagogical knowledge is tacitly understood by teachers with minimal opportunities to discuss, demonstrate and expand upon teaching and learning practices together. Articulating implicit...","PeriodicalId":47497,"journal":{"name":"Professional Development in Education","volume":"20 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Articulating teacher thinking to build collectively efficacious practice: a longitudinal study\",\"authors\":\"Carmel Patterson\",\"doi\":\"10.1080/19415257.2024.2357294\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Individual pedagogical knowledge is tacitly understood by teachers with minimal opportunities to discuss, demonstrate and expand upon teaching and learning practices together. Articulating implicit...\",\"PeriodicalId\":47497,\"journal\":{\"name\":\"Professional Development in Education\",\"volume\":\"20 1\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-05-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Professional Development in Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/19415257.2024.2357294\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Professional Development in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/19415257.2024.2357294","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Articulating teacher thinking to build collectively efficacious practice: a longitudinal study
Individual pedagogical knowledge is tacitly understood by teachers with minimal opportunities to discuss, demonstrate and expand upon teaching and learning practices together. Articulating implicit...
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