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How Do Teachers Manage to Teach? Perspectives on Problems in Practice
Abstract
The author is a scholar of teaching practice and also an elementary mathematics teacher. Her work, like that of her colleagues at the Institute for Research on Teaching, focuses on teaching practice from the point of view of the practitioner. Here, in two case studies, she views the teacher as dilemma manager, a broker of contradictory interests, who "builds a working identity that is constructively ambiguous." To emphasize her conviction that teaching work is deeply personal, the author makes herself the subject of one of these studies. She concludes with an examination of how her view contrasts with prevalent academic images of teachers' work.
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Citations
Cited by
Learning to Teach against the Grain
Cochran-Smith, M. (1991) · Harvard Educational Review · doi:10.17763/haer.61.3.q671413614502746 · Cited by 667
Classroom learning and motivation: Clarifying and expanding goal theory
Blumenfeld, P. C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.272 · Cited by 587
Design thinking: A creative approach to educational problems of practice
Henriksen, D., Richardson, C., & Mehta, R. (2017) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2017.10.001 · Cited by 430
Feiman-Nemser, S. (1998) · European Journal of Teacher Education · doi:10.1080/0261976980210107 · Cited by 232
Complex dilemmas of identity and practice
Enyedy, N., Goldberg, J., & Welsh, K. M. (2006) · Science Education · doi:10.1002/sce.20096 · Cited by 222
(2008) · Teacher education quarterly (Claremont, Calif.) · Cited by 129
Hope, attentiveness, and caring for difference: The moral voice in teaching
Elbaz, F. (1992) · Teaching and Teacher Education · doi:10.1016/0742-051x(92)90047-7 · Cited by 104
Stillman, J., & Anderson, L. (2015) · Teachers and Teaching · doi:10.1080/13540602.2015.1044330 · Cited by 63
Montessori Identity in Dialogue: A Selected Review of Literature on Teacher Identity
Christensen, O. T. (2019) · Journal of Montessori Research · doi:10.17161/jomr.v5i2.8183 · Cited by 8
Metadata
- Authors
- Lampert, M.
- Venue
- Harvard Educational Review
- Publisher
- Harvard Education Publishing Group
- Published
- 1985-07-01
- Volume
- 55
- Issue
- 2
- Pages
- 178-195
- ISSN
- 0017-8055 (ISSN-L)
- 1943-5045
- OpenAlex
- W2140481481
- Cited by
- 767
- References
- 0
- FWCI
- 63.76
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
