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Cited by 1,188

The DOI matches its Crossref record.

Teacher Thinking: A Study of Practical Knowledge

Johnson, Mark, Elbaz, Freema·1984·Curriculum Inquiry
DOI 10.2307/3202267
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Abstract

Originally published in 1983. A broad examination of the ways in which teachers gain and use knowledge about their work is presented in this book. At the time, within curriculum studies, there was a developing greater understanding of the major role that teachers play in the implementation of materials within the classroom - as autonomous agents holding, using and creating knowledge of particular kinds which informs all of their work. This book presents a case study using retrospective interviews with a high school English teacher. Through analysis of this series of interviews, this study describes and outlines the structure of the knowledge she uses and the views she has of her concerns.

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Metadata

Authors
Johnson, M., & Elbaz, F.
Venue
Curriculum Inquiry
Publisher
JSTOR
Published
1984
Volume
14
Issue
4
Pages
465
ISSN
0362-6784 (ISSN-L)
DOI
10.2307/3202267
OpenAlex
W2051471325
Cited by
1,188
References
0
FWCI
74.18
Type
journal article
Language
en
Open access
closed

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

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.