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The Progression of Prospective Primary Teachers’ Conceptions of the Methodology of Teaching
16 references·1 citing·45 second hop
The Progression of Prospective Primary Teachers’ Conceptions of the Methodology of Teaching (2010)The Progression of Prospective Primary Te…Research on Science Teacher Knowledge (2013)Research on Science Teacher K…Handbook of Research on Science Education (2013)Handbook of Research on Scien…Recenzja książki. Robert K. yin, Case Study Research. Design and Methods (fourth Edition), thousand Oaks, CA: Sage Publications, 2009 (2012)Recenzja książki. Robert K. y…Metodología de la investigación (2011)Metodología de la investigaci…Case study research: design and methods (2011)Case study research: design a…Pre-service teacher education students' epistemological beliefs and their conceptions of teaching (2008)Pre-service teacher education…Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals (2007)Revisiting the Conceptualisat…Learning to teach science as inquiry in the rough and tumble of practice (2007)Learning to teach science as …Introducción a la investigación cualitativa (2004)Introducción a la investigaci…Conceptual change: A powerful framework for improving science teaching and learning (2003)Conceptual change: A powerful…Pupils' views of the role and value of the science curriculum: A focus-group study (2001)Pupils' views of the role and…Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action (2000)Belief change towards self-di…Development of professional knowledge in learning to teach elementary science (1999)Development of professional k…Preservice teachers' prior beliefs: Transforming obstacles into opportunities (1998)Preservice teachers' prior be…Effects of science teachers' epistemological beliefs in teaching (1996)Effects of science teachers' …Case Study Research: Design and Methods (1984)Case Study Research: Design a…Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training (2021)Social Interaction: A Crucial…The Structure of Scientific Revolutions (1963)The Structure of Scientific Revolutions (1963)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)Teaching More by Lecturing Less (2005)International Handbook of Information Technology in Primary and Secondary Education (2008)The Model of Educational Reconstruction – a Framework for Improving Teaching and Learning Science1 (2012)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Those Who Understand: Knowledge Growth in Teaching (1986)Handbook of Qualitative Research (1994)Mapping out the integration of the components of pedagogical content knowledge (PCK): Examples from high school biology classrooms (2012)Teachers’ Content Knowledge and Pedagogical Content Knowledge (2012)The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019)The Process of Education (1960)Understanding Attitudes and Predicting Social Behavior (1980)Handbook of Qualitative Research. (1995)Students' questions: a potential resource for teaching and learning science (2008)“Doing” science versus “being” a scientist: Examining 10/11‐year‐old schoolchildren's constructions of science through the lens of identity (2010)Arguing to Learn in Science: The Role of Collaborative, Critical Discourse (2010)MAKING FAST STRATEGIC DECISIONS IN HIGH-VELOCITY ENVIRONMENTS. (1989)CASE Tools as Organizational Change: Investigating Incremental and Radical Changes in Systems Development (1993)Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (1994)Knowledge Specialization, Organizational Coupling, and the Boundaries of the Firm: Why Do Firms Know More than They Make? (2001)Case Study Research (2004)Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2009)Situated Learning (1991)Qualitative Data Analysis: An Expanded Sourcebook (1994)Situated Learning: Legitimate Peripheral Participation. 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Results from a research synthesis years 1984 to 2002 (2009)A conceptual framework for integrated STEM education (2016)The case study approach (2011)Hiring as Cultural Matching (2012)Sensemaking in Organizations: Taking Stock and Moving Forward (2013)La entrevista, recurso flexible y dinámico (2013)La técnica de grupos focales (2013)Motivation and E-Learning English as a foreign language: A qualitative study (2019)Planificación estratégica y niveles de competitividad de las Mipymes del sector comercio en Bogotá (2014)La cultura organizacional y su influencia en la sustentabilidad empresarial. La importancia de la cultura en la sustentabilidad empresarial (2017)Spreading the Word: How Customer Experience in a Traditional Retail Setting Influences Consumer Traditional and Electronic Word-of-mouth Intention (2019)
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References

  • 1984Case Study Research: Design and Methods82,022 cited
  • 2011Case study research: design and methods21,904 cited
  • 2012Recenzja książki. Robert K. yin, Case Study Research. Design and Methods (fourth Edition), thousand Oaks, CA: Sage Publications, 20096,617 cited
  • 2013Handbook of Research on Science Education4,501 cited
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  • 2007Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals1,354 cited
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  • 2001Pupils' views of the role and value of the science curriculum: A focus-group study585 cited
  • 1996Effects of science teachers' epistemological beliefs in teaching435 cited
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  • 2008Pre-service teacher education students' epistemological beliefs and their conceptions of teaching352 cited
  • 1998Preservice teachers' prior beliefs: Transforming obstacles into opportunities285 cited
  • 2000

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Belief change towards self-directed learning in student teachers: immersion in practice or reflection on action
264 cited
  • 1999Development of professional knowledge in learning to teach elementary science239 cited
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    • 2021Social Interaction: A Crucial Means to Promote Sustainability in Initial Teacher Training23 cited