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Teachers and Teaching
theory and practice
Volume 8, 2002 - Issue 3
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Original Articles

Knowledge and Teaching

Mary M. Kennedy
Pages 355-370 | Published online: 25 Aug 2010

Citations (42)

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R. H. Leighton & D. M. E. Griffioen. (2023) Lecturers’ curational behaviour in higher education. Teaching in Higher Education 28:6, pages 1207-1226.
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Hye-Jung Lee, Jihyun Lee, Kara A. Makara, Barry J. Fishman & Stephanie D. Teasley. (2017) A cross-cultural comparison of college students' learning strategies for academic achievement between South Korea and the USA. Studies in Higher Education 42:1, pages 169-183.
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Mark Applebaum & Roza Leikin. (2014) Mathematical Challenge in the Eyes of the Beholder: Mathematics Teachers’ Views. Canadian Journal of Science, Mathematics and Technology Education 14:4, pages 388-403.
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Harri Pitkäniemi. (2010) How the Teacher’s Practical Theory Moves to Teaching Practice—A Literature Review and Conclusions. Education Inquiry 1:3, pages 157-175.
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Roza Leikin & Rina Zazkis. (2010) On the content-dependence of prospective teachers’ knowledge: a case of exemplifying definitions. International Journal of Mathematical Education in Science and Technology 41:4, pages 451-466.
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Roza Leikin & Anat Levav-Waynberg. (2009) Development of Teachers’ Conceptions Through Learning and Teaching: The Meaning and Potential of Multiple-Solution Tasks. Canadian Journal of Science, Mathematics and Technology Education 9:4, pages 203-223.
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Young Mudavanhu & Nicholas Zezekwa. (2009) Pre-service and In-service Secondary Science Teachers' Perceptions of Mentoring Practices in Zimbabwe. African Journal of Research in Mathematics, Science and Technology Education 13:2, pages 64-80.
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Roza Leikin & Anat Levav-Waynberg. (2008) Solution Spaces of Multiple-Solution Connecting Tasks as a Mirror of the Development of Mathematics Teachers’ Knowledge. Canadian Journal of Science, Mathematics and Technology Education 8:3, pages 233-251.
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Judith Mulholland & John Wallace. (2008) Computer, craft, complexity, change: explorations into science teacher knowledge. Studies in Science Education 44:1, pages 41-62.
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Debra Miretzky. (2007) A View of Research From Practice: Voices of Teachers. Theory Into Practice 46:4, pages 272-280.
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Orit Zaslavsky & Iris Zodik. (2007) MATHEMATICS TEACHERS' CHOICES OF EXAMPLES THAT POTENTIALLY SUPPORT OR IMPEDE LEARNING1 . Research in Mathematics Education 9:1, pages 143-155.
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JudyM. Parr, Kathryn Glasswell & Margaret Aikman. (2007) Supporting Teacher Learning and Informed Practice in Writing through Assessment Tools for Teaching and Learning. Asia-Pacific Journal of Teacher Education 35:1, pages 69-87.
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PhilipM. Keys. (2005) Are teachers walking the walk or just talking the talk in science education?. Teachers and Teaching 11:5, pages 499-516.
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Articles from other publishers (29)

Ha Thi-Thu Le, Trang Thi-Dai Luong, Trang Thi Thu Nguyen & Duy Van Nguyen. (2022) Determinants of Intellectual Property Rights Protection in Asian Developing Countries. Journal of the Knowledge Economy 14:4, pages 4780-4806.
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Sevilay ALKAN & Ebru SAKA. (2023) İlköğretim Matematik Öğretmeni Adaylarının Bakış Açısından “Örnekler”“Examples” from the Perspective of Secondary School Mathematics Teacher Candidates. Kafkas Üniversitesi Fen Bilimleri Enstitüsü Dergisi 16:1, pages 30-39.
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Shula Weissman, Michal Ayalon & Roza Leikin. (2022) Unravelling Tutors’ Conceptions of Teaching Mathematics in Virtual School Using a Goal-Action Model. International Journal of Science and Mathematics Education 21:5, pages 1521-1543.
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Pedro Sánchez Moreno, Antonio Hernández Fernández & Pilar Ester Mariñoso. (2022) Escala de creencias docentes sobre las dificultades de aprendizaje de las matemáticas en Educación Primaria. Bolema: Boletim de Educação Matemática 36:72, pages 534-554.
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Roza Leikin. 2021. The Learning and Development of Mathematics Teacher Educators. The Learning and Development of Mathematics Teacher Educators 109 121 .
Tabitha Grace Mukeredzi. (2019) Curriculum Framework development as space for lecturer professional learning: A teacher educator’s self-study. Journal of Adult and Continuing Education 25:2, pages 267-289.
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Tabitha G. Mukeredzi, Carol Bertram & Iben Christiansen. (2018) Investigating teacher learning from a university programme for Foundation Phase teachers. South African Journal of Childhood Education 8:1.
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Yael Furman Shaharabani & Tali Tal. (2016) Teachers’ Practice a Decade After an Extensive Professional Development Program in Science Education. Research in Science Education 47:5, pages 1031-1053.
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Diane Mayer & Jo-Anne Reid. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education 453 486 .
Goudarz Alibakhshi & Najibeh Dehvari. (2015) EFL Teachers’ Perceptions of Continuing Professional Development: A Case of Iranian High School Teachers. PROFILE Issues in Teachers' Professional Development 17:2, pages 29-42.
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Cherice Montgomery & Laura Catharine Smith. (2015) Bridging the Gap between Researchers and Practitioners. Die Unterrichtspraxis/Teaching German 48:1, pages 100-113.
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Julianne C. Turner. 2014. Motivational Interventions. Motivational Interventions 341 378 .
Alan J. Daly, Nienke M. Moolenaar, Claudia Der-Martirosian & Yi-Hwa Liou. (2014) Accessing Capital Resources: Investigating the Effects of Teacher Human and Social Capital on Student Achievement. Teachers College Record: The Voice of Scholarship in Education 116:7, pages 1-42.
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Carol Bertram, Nonhlanhla Mthiyane & Tabitha Mukeredzi. (2013) ‘It will make me a real teacher’: Learning experiences of part time PGCE students in South Africa. International Journal of Educational Development 33:5, pages 448-456.
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Uwe Gellert, Lorena Espinoza & Joaquim Barbé. (2013) Being a mathematics teacher in times of reform. ZDM 45:4, pages 535-545.
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Raisa Guberman & Roza Leikin. (2012) Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks. Journal of Mathematics Teacher Education 16:1, pages 33-56.
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Rachel Mamlok-Naaman, Franz Rauch, Silvija Markic & Carmen Fernandez. 2013. Teaching Chemistry – A Studybook. Teaching Chemistry – A Studybook 269 297 .
Elena Nardi, Irene Biza & Theodossios Zachariades. (2011) ‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation. Educational Studies in Mathematics 79:2, pages 157-173.
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Roza Leikin. (2011) Multiple-solution tasks: from a teacher education course to teacher practice. ZDM 43:6-7, pages 993-1006.
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Ayten Erduran, Berna Tataroğlu & Hüseyin Alkan. (2010) Determination and comparison of the competency levels of in-service and pre-service mathematics teachers. Procedia - Social and Behavioral Sciences 2:2, pages 2320-2324.
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Roza Leikin & Rina Zazkis. 2010. Learning Through Teaching Mathematics. Learning Through Teaching Mathematics 3 21 .
Orit Zaslavsky. 2010. Instructional Explanations in the Disciplines. Instructional Explanations in the Disciplines 107 128 .
Jacqueline Cossentino. (2009) Culture, Craft, & Coherence: The Unexpected Vitality of Montessori Teacher Training. Journal of Teacher Education 60:5, pages 520-527.
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Derek Holton, Kwok-cheung Cheung, Sesutho Kesianye, Maria Falk de Losada, Roza Leikin, Gregory Makrides, Hartwig Meissner, Linda Sheffield & Ban-Har Yeap. 2009. Challenging Mathematics In and Beyond the Classroom. Challenging Mathematics In and Beyond the Classroom 205 242 .
Iris Zodik & Orit Zaslavsky. (2008) Characteristics of teachers’ choice of examples in and for the mathematics classroom. Educational Studies in Mathematics 69:2, pages 165-182.
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Maria N. Gravani. (2008) Academics and practitioners: Partners in generating knowledge or citizens of two different worlds?. Teaching and Teacher Education 24:3, pages 649-659.
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Roza Leikin & Anat Levav-Waynberg. (2007) Exploring mathematics teacher knowledge to explain the gap between theory-based recommendations and school practice in the use of connecting tasks. Educational Studies in Mathematics 66:3, pages 349-371.
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Laura S. Pardo. (2016) The Role of Context in Learning to Teach Writing. Journal of Teacher Education 57:4, pages 378-394.
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Per F. Laursen. 2005. Teacher Professional Development in Changing Conditions. Teacher Professional Development in Changing Conditions 199 212 .

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