What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities

• Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. doi:10.3102/0002831209345157.

  Article  Google Scholar 

• Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5–13. doi: http://www.jstor.org/stable/1175505

• Berliner, D. C. (1987). Ways of thinking about students and classroom by more and less experienced teachers. In J. Calderhead (Ed.), Exploring teacher thinking (pp. 60–83). London: Cassell.

  Google Scholar 

• Berliner, D. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482. doi:10.1016/S0883-0355(02)00004-6.

  Article  Google Scholar 

• Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473–498. doi:10.3102/00028312026004473.

  Article  Google Scholar 

• Borko, H., & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673–708). New York: Macmillan.

  Google Scholar 

• Boshuizen, H. P., & Schmidt, H. G. (1992). On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices. Cognitive Science, 16, 153–184. doi:10.1207/s15516709cog1602_1.

  Article  Google Scholar 

• Bromme, R. (2001). Teacher expertise. In N. J. Smelser, P. B. Baltes, & F. E. Weinert (Eds.), International encyclopedia of the behavioral sciences: education (pp. 15459–15465). London: Pergamon.

  Chapter  Google Scholar 

• Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5(2), 121–152. doi:10.1207/s15516709cog0502_2.

  Article  Google Scholar 

• Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. (2001). Learning from human tutoring. Cognitive Science, 25, 471–533. doi:10.1207/s15516709cog2504_1.

  Article  Google Scholar 

• Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.

  Article  Google Scholar 

• Forzani, F. M. (2014). Understanding “Core Practices” and “Practice-Based” teacher education learning from the past. Journal of Teacher Education, 65(4), 357–368. doi:10.1177/0022487114533800.

  Article  Google Scholar 

• Gholami, K., & Husu, J. (2010). How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge. Teaching and Teacher Education, 26(8), 1520–1529. doi:10.1016/j.tate.2010.06.001.

  Article  Google Scholar 

• Goodwin, C. (1994). Professional vision. American anthropologist, 96(3), 606–633. doi: http://www.jstor.org/stable/682303

• Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. doi:10.3102/00028312042002371.

  Article  Google Scholar 

• Holmqvist, K., Nyström, M., Andersson, R., Dewhurst, R., Jarodzka, H., & Van de Weijer, J. (2011). Eye tracking: A comprehensive guide to methods and measures. Oxford: OUP.

  Google Scholar 

• Korthagen, F. A. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106. doi:10.1016/j.tate.2009.05.001.

  Article  Google Scholar 

• Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M., & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100(3), 716. doi:10.1037/0022-0663.100.3.716.

  Article  Google Scholar 

• Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. doi:10.1037/a0032583.

  Article  Google Scholar 

• Leinhardt, G. (1989). Math lessons: A contrast of novice and expert competence. Journal for Research in Mathematics Education, 20(1), 52–75. http://www.jstor.org/stable/749098

• Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75. doi:10.1037/0022-0663.78.2.75.

  Article  Google Scholar 

• Pauli, C., & Reusser, K. (2003). Unterrichtsskripts im schweizerischen und im deutschen Mathematikunterricht. Unterrichtswissenschaft, 31(3), 238–272.

  Google Scholar 

• Putnam, R. T. (1987). Structuring and adjusting content for students: A study of live and simulated tutoring of addition. American Educational Research Journal, 24(1), 13–48. doi:10.3102/00028312024001013.

  Article  Google Scholar 

• Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. doi:10.3102/0013189X029001004.

  Article  Google Scholar 

• Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57–84. doi:10.1002/tea.20163.

  Article  Google Scholar 

• Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739–771. doi:10.3102/0002831214531321.

  Article  Google Scholar 

• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.

  Article  Google Scholar 

• Van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–595.

  Google Scholar 

• Verloop, N., Van Driel, J., & Meijer, P. C. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35, 441–461. doi:10.1016/S0883-0355(02)00003-4.

  Article  Google Scholar 

• Voss, T., Kunter, M., & Baumert, J. (2011). Assessing teacher candidates’ general pedagogical/psychological knowledge: Test construction and validation. Journal of Educational Psychology, 103, 952–969. doi:10.1037/a0025125.

  Article  Google Scholar 

• Wang, M. C., Hartel, G. D., & Wahlberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294. doi:10.3102/00346543063003249.

  Article  Google Scholar 

Download references