Citations (22)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (6)
Eisuke Saito. (2022) Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion. Professional Development in Education 0:0, pages 1-13.
Read now
Read now
Erin E. Peters-Burton, Jordan Goffena & Stephanie M. Stehle. (2022) Utility of a self-regulated learning microanalysis for assessing learning during professional development. The Journal of Experimental Education 90:3, pages 523-549.
Read now
Read now
Eisuke Saito, Jennifer Mansfield & Richard O’Donovan. (2022) Information economics of teaching: a transactional perspective on pedagogical reasoning to provide a typology of pedagogical equilibrium. Interactive Learning Environments 0:0, pages 1-14.
Read now
Read now
Eisuke Saito & Matthew Atencio. (2016) Pedagogical content knowledge in action: its impromptu development by an expert practitioner. Pedagogy, Culture & Society 24:1, pages 101-121.
Read now
Read now
Rongjin Huang, Yeping Li & Xiaoya He. (2010) What Constitutes Effective Mathematics Instruction: A Comparison of Chinese Expert and Novice Teachers’ Views. Canadian Journal of Science, Mathematics and Technology Education 10:4, pages 293-306.
Read now
Read now
Edgar Krull, Kaja Oras & Endrik Pikksaar. (2010) Promoting student teachers’ lesson analysis and observation skills by using Gagné’s model of an instructional unit. Journal of Education for Teaching 36:2, pages 197-210.
Read now
Read now
Articles from other publishers (16)
Gerald K. LeTendre. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
1489
1509
.
Nora A. McIntyre, Beth Draycott & Charlotte E. Wolff. (2022) Keeping track of expert teachers: Comparing the affordances of think-aloud elicited by two different video perspectives. Learning and Instruction 80, pages 101563.
Crossref
Crossref
Magdalena Cerbin-Koczorowska, Piotr Przymuszała, Sandra Fabianowska, Natalia Gałązka & Łucja Zielińska-Tomczak. (2022) Learning Theory-Driven Tips for Designing Effective Learning Solutions for the Continuous Education of Community Pharmacists to Enhance Patient-Centered Care—A Qualitative Study. Healthcare 10:7, pages 1167.
Crossref
Crossref
Gerald K. LeTendre. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
1
22
.
Eisuke Saito, Rie Takahashi, Jarintorn Wintachai & Athapol Anunthavorasakul. (2020) Issues in introducing collaborative learning in South East Asia: A critical discussion. Management in Education 35:4, pages 167-173.
Crossref
Crossref
Petra Scherer, Marcus Nührenbörger & Leonie Ratte. (2020) Reflexionen von Multiplikatorinnen und Multiplikatoren zum Gestaltungsprinzip der Teilnehmendenorientierung – Fachspezifische Professionalisierung beim Design von FortbildungenFacilitators’ Reflections on the Design Principle of Participant Orientation – Content-Specific Professionalization in the Design of In-Service Courses. Journal für Mathematik-Didaktik 42:2, pages 431-458.
Crossref
Crossref
S. Khan. (2021) The Process of Subject Content Transformation as Examined Through Psychological and Sociological Perspectives: A Study Conducted in Oxfordshire, England. Cultural-Historical Psychology Культурно-историческая психология 17:2, pages 65-75.
Crossref
Crossref
Heejung Min, Hee Jin Noh & Seoung-Hey Paik. (2017) Communities of Practice for Student Assessment in a South Korean Middle School. EURASIA Journal of Mathematics, Science and Technology Education 13:10.
Crossref
Crossref
Toshiya Chichibu. (2016) Impact on lesson study for initial teacher training in Japan. International Journal for Lesson and Learning Studies 5:2, pages 155-168.
Crossref
Crossref
Ellen S. Hoffman. 2014. Handbook of Research on Educational Communications and Technology. Handbook of Research on Educational Communications and Technology
895
907
.
Rongjin Huang & Yeping Li. (2012) What Matters Most: A Comparison of Expert and Novice Teachers' Noticing of Mathematics Classroom Events. School Science and Mathematics 112:7, pages 420-432.
Crossref
Crossref
Edgar Krull, Kaja Oras & Sirje Sisask. (2007) Differences in teachers’ comments on classroom events as indicators of their professional development. Teaching and Teacher Education 23:7, pages 1038-1050.
Crossref
Crossref
Yu-Chu Yeh. (2007) Aptitude-treatment interactions in preservice teachers’ behavior change during computer-simulated teaching. Computers & Education 48:3, pages 495-507.
Crossref
Crossref
Yu‐Chu Yeh. (2006) The interactive effects of personal traits and guided practices on preservice teachers’ changes in personal teaching efficacy. British Journal of Educational Technology 37:4, pages 513-526.
Crossref
Crossref
Amy B. M. Tsui. 2005. Expertise in Second Language Learning and Teaching. Expertise in Second Language Learning and Teaching
167
189
.
David C. Berliner. (2001) Learning about and learning from expert teachers. International Journal of Educational Research 35:5, pages 463-482.
Crossref
Crossref