ZDM

, Volume 48, Issue 1–2, pp 239–246 | Cite as

Making sense of teaching

Commentary Paper

Abstract

This article begins with a series of meta-level comments on the enterprise of observing and theorizing classroom teaching, using as a springboard a frequently discussed model from the literature. It then provides a series of commentaries on the empirical articles in this issue (volume 48, issue 1) of ZDM, with a main focus on methodological issues. It concludes with a brief return to the meta-level, with a comment on the field’s use of the term “model”.

Keywords

Teacher proficiency Classroom observations Theory Research methods Models 

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Copyright information

© FIZ Karlsruhe 2016

Authors and Affiliations

  1. 1.Elizabeth and Edward Conner Professor of Education, Graduate School of EducationUniversity of CaliforniaBerkeleyUSA

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