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Expert Knowledge and Expert Thinking in Teaching: A Response to Floden and Klinzing
Magdalene Lampert and Christopher M. Clark
Vol. 19, No. 5 (Jun. - Jul., 1990), pp. 21-23+42
Published by: American Educational Research Association
Stable URL: http://www.jstor.org/stable/1176102
Page Count: 4
You can always find the topics here!Topics: Educational research, Teacher education, Teaching, Teachers, Mathematics education, Learning, Cognitive space, Cognition, Mathematics, Teacher educators
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In their article "What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion" (Educational Researcher, June/July, 1990), Floden and Klinzing contend that teacher education would be improved if it were informed by research on practicing teachers's expertise. We do not disagree. However, other questions must be answered if such reforms are to be effective: What is expertise in teaching? How is expertise communicated? Who are the experts? This article attempts to address these questions and further the discussion of expert thinking in teaching.
Educational Researcher © 1990 American Educational Research Association