Understanding professional vision in inquiry science teaching

Scott McDonald

Understanding professional vision in inquiry science teaching

Curriculum & Instruction

Research output: Contribution to journal › Conference article › peer-review

Abstract

To understand inquiry science teaching, we must understand how practicing and prospective teachers see the activity of teaching. This study examines how practicing and prospective teachers highlight and code classroom activity in an effort to understand the nature of professional pedagogical vision (Goodwin, 1994). Results indicate that differences exist in terms of: actor focus, questions, grain-size and enactment.

Original language	English (US)
Pages (from-to)	98-99
Number of pages	2
Journal	Computer-Supported Collaborative Learning Conference, CSCL
Issue number	PART 3
State	Published - 2008
Event	International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands Duration: Jun 23 2008 → Jun 28 2008

All Science Journal Classification (ASJC) codes

Human-Computer Interaction
Education

Cite this

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title = "Understanding professional vision in inquiry science teaching",

abstract = "To understand inquiry science teaching, we must understand how practicing and prospective teachers see the activity of teaching. This study examines how practicing and prospective teachers highlight and code classroom activity in an effort to understand the nature of professional pedagogical vision (Goodwin, 1994). Results indicate that differences exist in terms of: actor focus, questions, grain-size and enactment.",

author = "Scott McDonald",

year = "2008",

language = "English (US)",

pages = "98--99",

journal = "Computer-Supported Collaborative Learning Conference, CSCL",

issn = "1573-4552",

publisher = "International Society of the Learning Sciences (ISLS)",

number = "PART 3",

note = "International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 ; Conference date: 23-06-2008 Through 28-06-2008",

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AB - To understand inquiry science teaching, we must understand how practicing and prospective teachers see the activity of teaching. This study examines how practicing and prospective teachers highlight and code classroom activity in an effort to understand the nature of professional pedagogical vision (Goodwin, 1994). Results indicate that differences exist in terms of: actor focus, questions, grain-size and enactment.

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M3 - Conference article

AN - SCOPUS:84880437287

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JO - Computer-Supported Collaborative Learning Conference, CSCL

JF - Computer-Supported Collaborative Learning Conference, CSCL

IS - PART 3

T2 - International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008

Y2 - 23 June 2008 through 28 June 2008

ER -

Understanding professional vision in inquiry science teaching

Abstract

All Science Journal Classification (ASJC) codes

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