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Educational Researcher
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Expert Knowledge and Expert Thinking in Teaching: A Response to Floden and Klinzing

Magdalene Lampert and Christopher M. Clark

The College of Education Michigan State University, Erickson Hall, East Lansing, Michigan 48824-1034

In their article "What Can Research on Teacher Thinking Contribute to Teacher Preparation? A Second Opinion" (Educational Researcher, June/July, 1990), Floden and Klinzing contend that teacher education would be improved if it were informed by research on practicing teachers's expertise. We do not disagree. However, other questions must be answered if such reforms are to be effective: What is expertise in teaching? How is expertise communicated? Who are the experts? This article attempts to address these questions and further the discussion of expert thinking in teaching.

Educational Researcher, Vol. 19, No. 5, 21-23 (1990)
DOI: 10.3102/0013189X019005021
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