ERIC Number: ED294872
Record Type: RIE
Publication Date: 1988-Apr
The Knowledge Which Underpins the Craft of Teaching.
Brown, Sally; And Others
This research was concerned with teacher routines and with the ordinary things that experienced teachers do spontaneously in their classrooms in order to determine what these teachers do well, how they do the things they do well, and how they conceptualize their own classroom teaching. In deciding which teachers would comprise the research sample, pupils were invited to describe the strengths of their recent teachers. Pupil perceptions of exemplary teacher characteristics and a consensus of teachers identified as effective resulted in the selection of teachers with different strengths and different subject specialties from secondary school and feeder primaries. These teachers selected the aspects of their teaching which particularly pleased or satisfied them. It was noted that they initially referred to their pupils' activities or progress in pointing out elements what they consider successful teaching. An analysis of of data gathered from observation and taped reflections highlights variations among the teachers as well as generalizations on the many similarities on how the teachers evaluated their own teaching. A set of inter-connected concepts developed from intensive studies of teachers' interviews and responses to questions led to a theoretical framework of how exemplary teachers form standardized patterns of action or routines in order to maintain particular desired states in pupil activity or to promote specific kinds of progress. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988).