This project aimed to develop a framework of procedural knowledge of teaching of school teachers. An in-depth qualitative study on four experienced and expert secondary school teachers who specialized in teaching four different subjects (i.e. Chinese Language, English Language, Mathematics and Liberal Studies) was conducted, through simulated-recall interviews and classroom observation, to identify (1) aContinue reading “Developing a Framework of Procedural Knowledge Development for Classroom Teaching and Proposing its Application to Teacher Education”