Schoenfeld, A. H. (2014). What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them?

Schoenfeld's theory of problem solving

p.405  If one seeks the reason(s) for someone’s success or failure in a problem-solving attempt in any knowledge-rich domain, the cause of that success or failure will be located in one or more of that person’s:

a. domain-specific knowledge and resources,

b. access to productive “heuristic” strategies for making progress on challenging problems in that domain,

c. monitoring and self-regulation (aspects of metacognition), and

d. belief systems regarding that domain and one’s sense of self as a thinker in general and a doer of that domain in particular (in more current language, one’s domain-specific identity).

Schoenfeld, A. H. (2014). What Makes for Powerful Classrooms, and How Can We Support Teachers in Creating Them? A Story of Research and Practice, Productively Intertwined. Educational Researcher, 43(8), 404–412. doi:10.3102/0013189X14554450

Central tasks of learning to teach

CENTRAL TASKS OF LEARNING TO TEACH

Preservice 
1. Examine beliefs critically in relation to vision of good teaching
2. Develop subject matter knowledge for teaching
3. Develop an understanding of learners, learning, and issues of diversity
4. Develop a beginning repertoire
5. Develop the tools and dispositions to study teaching

Induction
1. Learn the context-students, curriculum, school community
2. Design responsive instructional program
3. Create a classroom learning community
4. Enact a beginning repertoire
5. Develop a professional identity

Continuing Professional Development
1. Extend and deepen subject  matter knowledge for  teaching
2. Extend and refine repertoire in curriculum, instruction, and assessment
3. Strengthen skills and dispositions to study and improve teaching
4. Expand responsibilities and develop leadership skills

Feiman-Nemser, S. (2012). Teachers as Learners. Cambridge, MA: Harvard Education Press. (p.143)