Vol. 17 No. 2 (2015): Special Issue: Practice-Based Pedagogies

Published: 2015-12-23

Editorial

Exploring and critiquing practice-based approaches in teacher education

Jodie Hunter, Glenda Anthony, Roberta Hunter
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Special Issue Article

Learning to professionally notice students’ mathematical thinking through rehearsal activities

Glenda Anthony, Jodie Hunter, Roberta Hunter
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Animating Preservice Teachers’ Noticing

Zandra de Araujo, Julie Amador, Anne Estapa, Tracy Weston, Rachael Aming-Attai, Karl Kosko
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Deconstructing ‘good practice’ teaching videos: an analysis of pre-service teachers’ reflections

Gwen Ineson, Chronoula Voutsina, Helen Fielding, Patti Barber, Tim Rowland
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Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling

Robin Averill, Dayle Anderson, Michael Drake
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Practice-based inservice teacher education: Generating local theory about the pedagogy of group work

Joanna Higgins, Raewyn Eden
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Quality Teaching Rounds in Mathematics Teacher Education

Elena Prieto, Peter Howley, Kathryn Holmes, Judy-anne Osborn, Malcolm Roberts, Andrew Kepert
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Experiencing a mathematical problem-solving teaching approach: Opportunities to identify ambitious teaching practices

Judy Bailey, Merilyn Taylor
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Learning to teach within practice-based methods courses

Elham Kazemi, Kjersti Wæge
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Designing Approximations of Practice and Conceptualizing Responsive and Practice-Focused Secondary Mathematics Teacher Education

Matthew P. Campbell, Rebekah Elliott
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Microteaching Experiments as a Vehicle for Professional Development

Esther Marie Huntzinger Billings, Lisa Kasmer
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Balancing classroom management with mathematical learning: Using practice-based task design in mathematics teacher education

Irene Biza, Elena Nardi, Gareth Joel
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"Doing what comes naturally" in mathematics education? The role of social class in pre-service teachers' responses to innovative mathematics pedagogies

Colin Jackson, Hilary Povey
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