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Accessing practical knowledge: how? why?
12 references·16 citing·45 second hop
Accessing practical knowledge: how? why? (2000)Accessing practical knowledge: how? why?Drawing ourselves into teaching: Studying the images that shape and distort teacher education (1996)Drawing ourselves into teachi…A review of research on teacher beliefs and practices (1996)A review of research on teach…The reflective journal: A window to preservice teachers' practical knowledge (1995)The reflective journal: A win…Conceptualizing narrative authority: Implications for teacher education (1995)Conceptualizing narrative aut…Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development (1994)Analyzing Personal Teaching M…Arguing for Your Self: identity as an organising principle in teachers' jobs and lives (1993)Arguing for Your Self: identi…Triangulation of Qualitative Methods: Heideggerian Hermeneutics and Grounded Theory (1991)Triangulation of Qualitative …Research on teacher's knowledge: the evolution of a discourse (1991)Research on teacher's knowled…Changing metaphors and beliefs: A master switch for teaching? (1990)Changing metaphors and belief…Embodied Knowledge (1989)Embodied KnowledgeHow Do Teachers Manage to Teach? Perspectives on Problems in Practice (1985)How Do Teachers Manage to Tea…The practicality ethic in teacher decision-making (1977)The practicality ethic in tea…Fostering subject teachers' integrated language teaching in technical vocational education: Results of a professional development program (2022)Fostering subject teachers' i…Learning foreign languages in teletandem: Resources and strategies (2015)Learning foreign languages in…Teachers’ funds of knowledge: a challenge to evidence-based practice (2012)Teachers’ funds of knowledge:…Exploring Personal EFL Teaching Metaphors in Pre-Service Teacher Education. (2012)Exploring Personal EFL Teachi…Metaphor Analysis in the Educational Discourse: A Critical Review (2010)Metaphor Analysis in the Educ…How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge (2010)How do teachers reason about …From clothing to skin: Identity work of student teachers in culminatingfield experiences (2009)From clothing to skin: Identi…Exploring elementary english teachers’ practical knowledge: A case study of EFL teachers in Taiwan (2008)Exploring elementary english …Écriture et professionnalisation (2006)Écriture et professionnalisat…Promoting awareness of the characteristics of classrooms’ complexity: A course curriculum in teacher education (2005)Promoting awareness of the ch…Interactions between preservice and cooperating teachers and knowledge construction during post-lesson interviews (2004)Interactions between preservi…Emotion metaphors and emotional labor in science teaching (2004)Emotion metaphors and emotion…Using interviews and concept maps to access mentor teachers' practical knowledge (2003)Using interviews and concept …How Can Student Teachers Elicit Experienced Teachers’ Practical Knowledge? (2002)How Can Student Teachers Elic…Becoming, being and unbecoming an early childhood educator: a phenomenological case study of teacher attrition (2002)Becoming, being and unbecomin…Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs (2001)Student teachers eliciting me…Caring: A Feminine Approach to Ethics and Moral Education (1984)Border Crossings: Cultural Workers and the Politics of Education (1992)Practice makes practice: a critical study of learning to teach (2003)Video Technology as a Support for Teacher Education Reform (2003)Preservice Science Teachers' Beliefs About Teaching and Learning: The Influence of K-12 Field Experiences (2004)Exploring a two-dimensional model of mentor teacher roles in mentoring dialogues (2010)Actual Minds, Possible Worlds (1986)Handbook of research on teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Constructing genealogies of teachers' emotions in science teaching (2001)Relating Classroom Teaching to Student Learning: A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap (2004)Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform (2006)Studies in Ethnomethodology. (1968)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Identity, well‐being and effectiveness: the emotional contexts of teaching (2008)The Ethico‐politics of Teacher Identity (2008)Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies (2012)The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)Using Reflective Practice to Link Personal and Public Theories (1992)Resilience as a Contributor to Novice Teacher Success, Commitment, and Retention (2008)“Love, love, and more love for children”: exploring preservice teachers’ understandings of caring (2000)A Turkish profile of prospective elementary school teachers and their views of teaching (2003)Metaphors We Live By (2003)The Complex Nature and Sources of Teachers’ Pedagogical Knowledge (2006)Telling more than we can know: Verbal reports on mental processes. (1977)Those Who Understand: Knowledge Growth in Teaching (1986)Teachers’ beliefs and practices related to mathematics instruction (2001)6. Teaching To and Through Cultural Diversity (2010)Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2011)Case Study Research: Design and Methods (1984)Naturalistic inquiry (1985)Grounded Theory and Nursing Knowledge (1996)Using triangulation in nursing research (1996)Grounded Theory Methodology as Methodical Hermeneutics (2000)Mind, Self, and Society (2015)Staff Development and the Process of Teacher Change (1986)Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation (1988)Conducting Educational Design Research (2018)Portfolios as evidence of reflective practice: what remains ‘untold’ (2005)Self-regulation in Higher Education Teacher Learning (2005)Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies (2008)Learning to Teach against the Grain (1991)Complexities of Identity Formation: A Narrative Inquiry of an EFL Teacher (2007)Core Practices and Pedagogies of Teacher Education (2013)
this work references cited by second hop

References

  • 1996A review of research on teacher beliefs and practices1,557 cited
  • 1985How Do Teachers Manage to Teach? Perspectives on Problems in Practice767 cited
  • 1977The practicality ethic in teacher decision-making574 cited
  • 1991Research on teacher's knowledge: the evolution of a discourse472 cited
  • 1993Arguing for Your Self: identity as an organising principle in teachers' jobs and lives429 cited
  • 1991Triangulation of Qualitative Methods: Heideggerian Hermeneutics and Grounded Theory336 cited
  • 1996Drawing ourselves into teaching: Studying the images that shape and distort teacher education247 cited
  • 1995The reflective journal: A window to preservice teachers' practical knowledge245 cited
  • 1990Changing metaphors and beliefs: A master switch for teaching?208 cited
  • 1994Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development208 cited
  • 1995Conceptualizing narrative authority: Implications for teacher education166 cited
  • 1989Embodied Knowledge124 cited

Cited by

  • 2004Emotion metaphors and emotional labor in science teaching152 cited
  • 2002How Can Student Teachers Elicit Experienced Teachers’ Practical Knowledge?113 cited

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  • 2010How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge111 cited
  • 2002Becoming, being and unbecoming an early childhood educator: a phenomenological case study of teacher attrition107 cited
  • 2012Teachers’ funds of knowledge: a challenge to evidence-based practice106 cited
  • 2004Interactions between preservice and cooperating teachers and knowledge construction during post-lesson interviews99 cited
  • 2006Écriture et professionnalisation75 cited
  • 2003Using interviews and concept maps to access mentor teachers' practical knowledge74 cited
  • 2001Student teachers eliciting mentors’ practical knowledge and comparing it to their own beliefs72 cited
  • 2005Promoting awareness of the characteristics of classrooms’ complexity: A course curriculum in teacher education64 cited
  • 2015Learning foreign languages in teletandem: Resources and strategies62 cited
  • 2009From clothing to skin: Identity work of student teachers in culminatingfield experiences58 cited
  • 2010Metaphor Analysis in the Educational Discourse: A Critical Review49 cited
  • 2012Exploring Personal EFL Teaching Metaphors in Pre-Service Teacher Education.47 cited
  • 2008Exploring elementary english teachers’ practical knowledge: A case study of EFL teachers in Taiwan28 cited
  • 2022Fostering subject teachers' integrated language teaching in technical vocational education: Results of a professional development program18 cited