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A role for practising teachers in initial teacher education
12 references·1 citing·44 second hop
A role for practising teachers in initial teacher education (2001)A role for practising teachers in initial…The Role of Higher Education in Initial Teacher Training (2013)The Role of Higher Education …Developing Professional Knowledge And Competence (2002)Developing Professional Knowl…The Importance of Relationships in Teacher Education (1999)The Importance of Relationshi…Explicating Practical Knowledge: an extension of mentor teachers’ roles (1998)Explicating Practical Knowled…The role of higher education in initial teacher training (1996)The role of higher education …Action and Reflection in Teacher Education (1996)Action and Reflection in Teac…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Current realities in the student teaching experience: A preliminary inquiry (1994)Current realities in the stud…Making sense of teaching (1993)Making sense of teachingCraft Knowledge and the Education of Teachers (1992)Craft Knowledge and the Educa…Learning to Teach against the Grain (1991)Learning to Teach against the…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Preparing Teachers – The Importance of Connecting Contexts in Teacher Education (2013)Preparing Teachers – The Impo…Professional Growth Among Preservice and Beginning Teachers (1992)Handbook of Qualitative Research (1994)Qualitative Data Analysis: An Expanded Sourcebook (1994)Views from the trenches: beginning teachers’ perceptions about their professional development (2006)On being bottom of the pecking order: beginner teachers’ perceptions and experiences of support (2009)Social support as a contributor to student teachers’ experienced well-being (2016)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Knowledge and Teaching:Foundations of the New Reform (1987)Convergent, divergent and parallel dialogues: knowledge construction in professional conversations (2005)Sometimes a novice and sometimes an expert: mentors’ professional expertise as revealed through their stories of critical incidents (2005)Mentor teachers: Their perceived possibilities and challenges as mentor and teacher (2014)How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice (2003)Metaphors We Live By (2003)Applying Organizational Research to Public School Reform: The Effects of Teacher Human and Social Capital on Student Performance (2009)Research on Teaching and Teacher Education and Its Influences on Policy and Practice (2016)The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)Developing understanding about learning to teach in a university–schools partnership in England (2008)The informal learning of new teachers in school (2009)Improving the learning of newly qualified teachers in the induction year (2010)Ethnographic Interview (2017)How Do Teachers Manage to Teach? Perspectives on Problems in Practice (1985)Reflective teaching and teacher education (1989)Placing Equity Front and Center (2000)Mentored Learning to Teach According to Standards-Based Reform: A Critical Review (2002)Dispositions in Teacher Education (2007)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Developing Formative Assessment in the Classroom: Using action research to explore and modify theory (2001)Still no pedagogy? principle, pragmatism and compliance in primary education (2004)Bridging the gap between research and practice (2005)Non‐formal learning and tacit knowledge in professional work (2000)Informal learning in the workplace (2004)Professional Learning Communities: A Review of the Literature (2006)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Towards the re‐articulation of the work of teacher educators in Higher Education institutions in England (2008)Teachers’ conceptions of teacher professionalism in England in 2003 and 2006 (2009)How do teacher educators use professional standards in their practice? (2018)
this work references cited by second hop

References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 2002Developing Professional Knowledge And Competence3,674 cited
  • 1991Learning to Teach against the Grain667 cited
  • 1993Making sense of teaching429 cited
  • 1992Craft Knowledge and the Education of Teachers349 cited
  • 1998Explicating Practical Knowledge: an extension of mentor teachers’ roles93 cited
  • 1999The Importance of Relationships in Teacher Education75 cited
  • 1996The role of higher education in initial teacher training75 cited
  • 1994Current realities in the student teaching experience: A preliminary inquiry66 cited
  • 1996Action and Reflection in Teacher Education65 cited
  • 2013The Role of Higher Education in Initial Teacher Training62 cited

Cited by

  • 2013Preparing Teachers – The Importance of Connecting Contexts in Teacher Education49 cited

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