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Pedagogy, curriculum, teaching practices and teacher education in developing countries. Education rigorous literature review.
16 references·0 citing·39 second hop
Pedagogy, curriculum, teaching practices and teacher education in developing countries. Education rigorous literature review. (2013)Pedagogy, curriculum, teaching practices …Learner-centred education in developing country contexts: From solution to problem? (2011)Learner-centred education in …Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…The teacher educator as a role model (2006)The teacher educator as a rol…Scaffolding the development of effective collaboration and learning (2003)Scaffolding the development o…Learning and unlearning: the education of teacher educators (2003)Learning and unlearning: the …Culture and pedagogy: international comparisons in primary education (2001)Culture and pedagogy: interna…Non‐formal learning and tacit knowledge in professional work (2000)Non‐formal learning and tacit…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Situated Cognition and the Culture of Learning (1989)Situated Cognition and the Cu…Teaching Student Teachers to Reflect (1987)Teaching Student Teachers to …Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Educating the reflective practitioner (1987)Educating the reflective prac…Class, Codes and Control. Volume 3. Towards a Theory of Educational Transmissions (1977)Class, Codes and Control. Vol…THE ROLE OF TUTORING IN PROBLEM SOLVING * (1976)THE ROLE OF TUTORING IN PROBL…Basic Principles of Curriculum and Instruction (1969)Basic Principles of Curriculu…Animal Intelligence. Experimental Studies (1912)Animal Intelligence. Experime…Plans and the structure of behavior. (1960)Studies in cognitive growth (1966)Carmichael's Manual of Child Psychology (1972)Supporting and Promoting Argumentation Discourse in Science Education (2002)Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development (2006)Learning by Expanding (2014)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Telling more than we can know: Verbal reports on mental processes. (1977)The Reflective Practitioner: How Professionals Think in Action (1985)The Tacit Dimension (1997)Informal learning in the workplace (2004)Learning from other people in the workplace (2007)Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers’ Workplace Interactions (2009)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)1. Toward a Theory of Culturally Relevant Pedagogy (1995)How We Think (1910)Promoting reflection in professional courses: The challenge of context (1998)Linking Theory and Practice: Changing the Pedagogy of Teacher Education (1999)Mathematics teachers’ “learning to notice” in the context of a video club (2007)The Action Research Planner: Doing Critical Participatory Action Research (2013)Reflective Practitioner (2014)Mental Models (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Teaching Courses Online: A Review of the Research (2006)The Theory and Practice of Online Learning (2008)Trends in Global Higher Education: Tracking an Academic Revolution (2010)The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006)Classroom dialogue: a systematic review across four decades of research (2013)Classroom assessment and pedagogy (2018)Stories of Experience and Narrative Inquiry (1990)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)What Video Games Have to Teach Us about Learning and Literacy (2004)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 1989Situated Cognition and the Culture of Learning13,635 cited
  • 1987Educating the reflective practitioner11,394 cited
  • 1976THE ROLE OF TUTORING IN PROBLEM SOLVING *8,828 cited
  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 1969Basic Principles of Curriculum and Instruction3,027 cited
  • 2000Non‐formal learning and tacit knowledge in professional work2,016 cited
  • 2001Culture and pedagogy: international comparisons in primary education1,204 cited
  • 1987Teaching Student Teachers to Reflect1,192 cited
  • 1912Animal Intelligence. Experimental Studies817 cited
  • 2003Learning and unlearning: the education of teacher educators700 cited
  • 2006The teacher educator as a role model586 cited
  • 1977Class, Codes and Control. Volume 3. Towards a Theory of Educational Transmissions507 cited
  • 2011Learner-centred education in developing country contexts: From solution to problem?

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385 cited
  • 2003Scaffolding the development of effective collaboration and learning346 cited
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