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ERIC Number: EJ829182
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0022-4871
Novice Teachers' Attention to Student Thinking
Levin, Daniel M.; Hammer, David; Coffey, Janet E.
Journal of Teacher Education, v60 n2 p142-154 2009
Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The authors challenge those views, as others have done, with evidence of novices attending to students' thinking early in their teaching and offer "framing" as an alternative perspective on whether and how teachers attend to student thinking. By this account, most teachers work in professional contexts that focus their attention on curriculum, classroom routines, and their own behavior, rather than on student thinking. An account of framing suggests an early, strong emphasis on attention to student thinking in teacher education. (Contains 3 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A