written by Amy D. Robertson and Lisa M. Goodhew

In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using in situ data to draw out and speak to a latent disagreement within the RT literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within their students' thinking. We suggest implications for teacher preparation.

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Last Modified November 30, 2016

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