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  1. Teaching modelisation and professional knowledge

    Monteiro, Rute; Carrillo, José
    The understanding of teachers’ thought and action can be approached from several perspectives, teaching modelisation being one of them. Schoenfeld (1998b) argues that a good comprehension of the cognitions (beliefs, goals and knowledge) underlying teachers’ decisions and actions can provide a coherent and detailed explanation of what teachers do and why they do it. The research presented here is based on the implementation of a Modelisation Instrument (MI) (Monteiro, 2006; and Monteiro et al., 2007, 2008a), adapted from studies by Schank and Abelson (1977), Shulman (1986b, 1987), Santos (1991), Porlán (1993), Carrillo (1998), Schoenfeld(1998a,b, 2000a), Aguirre and Speer (1999), Sherin et al. (2000), Schoenfeld et al. (2000), Zimmerlin and...
    - 26-jun-2014

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