2009/02/18 by Daniel M. Levin, Dan Levin, David Hammer +1 · 3 citations
Social Sciences · #Education and Critical Thinking Development #Educator Training and Historical Pedagogy #Teacher Education and Leadership Studies
paper · doi:10.1177/0022487108330245
openalex publication_date 2009/02/18 · crossref created 2009/02/18 · crossref issued 2009/03/01 · crossref published 2009/03/01 · crossref published-online 2009/03/01 · crossref published-print 2009/03/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/30
Stage-based views of teacher development hold that novice teachers are unable to attend to students' thinking until they have begun to identify themselves as teachers and mastered classroom routines, and so the first emphases in learning to teach should be on forming routines and identity. The authors challenge those views, as others have done, with evidence of novices attending to students' thinking early in their teaching and offer framing as an alternative perspective on whether and how teachers attend to student thinking. By this account, most teachers work in professional contexts that focus their attention on curriculum, classroom routines, and their own behavior, rather than on student thinking. An account of framing suggests an early, strong emphasis on attention to student thinking in teacher education.