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How do pre-service teachers’ reflective processes differ in relation to different contexts?
16 references·1 citing·47 second hop
How do pre-service teachers’ reflective processes differ in relation to different contexts? (2011)How do pre-service teachers’ reflective p…Philosophy of Education (2012)Philosophy of EducationConceptualising Reflection In Teacher Development (2003)Conceptualising Reflection In…Capturing complexity: a typology of reflective practice for teacher education (2002)Capturing complexity: a typol…The teaching portfolio in US teacher education programs: what we know and what we need to know (2001)The teaching portfolio in US …Reflection in Higher Education: A Concept Analysis (2001)Reflection in Higher Educatio…Linking Practice and Theory: The Pedagogy of Realistic Teacher Education (2001)Linking Practice and Theory: …Linking Practice and Theory (2001)Linking Practice and TheoryAnticipatory reflection while learning to teach: from a temporally truncated to a temporally distributed model of reflection in teacher education (2001)Anticipatory reflection while…Reflective Teaching: An Introduction (1996)Reflective Teaching: An Intro…Developing Reflective Practice: Learning About Teaching And Learning Through Modelling (1996)Developing Reflective Practic…Using Experience For Learning (1993)Using Experience For LearningThe reflective practitioner in teaching: Toward a research agenda (1993)The reflective practitioner i…Teaching Student Teachers to Reflect (1987)Teaching Student Teachers to …Meaningful and Meaningless Experience: Towards an Analysis of Learning From Life (1987)Meaningful and Meaningless Ex…Cultural Myths in the Making of a Teacher: Biography and Social Structure in Teacher Education (1986)Cultural Myths in the Making …Linking Ways of Knowing with Ways of Being Practical (1977)Linking Ways of Knowing with …Reflective Practice: A Comparative Dimensional Analysis of the Concept in Nursing and Education Studies (2015)Reflective Practice: A Compar…SCHOOL TEACHER: A SOCIOLOGICAL STUDY. By Dan C. Lortie. Chicago: University of Chicago Press, 1975. 282 pp. $9.95 (1976)Situated Cognition and the Culture of Learning (1989)Situated Learning: Legitimate Peripheral Participation. (1994)Teacher knowledge and the knowledge base of teaching (2001)The teacher educator as a role model (2006)Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning (2009)The Structure of Scientific Revolutions (1963)Discipline and Punish: The Birth of the Prison. (1996)Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship (1999)The Concept of Mind (2006)The Quality-of-Life (QOL) Research Movement: Past, Present, and Future (2006)Educational Foundations (2018)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Transformative Dimensions of Adult Learning (1991)The Articulated Learning: An Approach to Guided Reflection and Assessment (2004)Theorising a model for teaching and assessing reflective learning in higher education (2012)What is reflection? A conceptual analysis of major definitions and a proposal of a five‐component model (2014)Being and Time (1927)Truth and Method (1960)ASPECTS OF THE THEORY OF SYNTAX (1964)Professional Growth Among Preservice and Beginning Teachers (1992)Reflection in teacher education: Towards definition and implementation (1995)Linking Theory and Practice: Changing the Pedagogy of Teacher Education (1999)How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process (1934)Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (1987)Characterizing productive reflection among preservice elementary teachers: Seeing what matters (2005)Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007)Development of a tool to assess teachers’ level of reflective practice (2008)How we think. (1910)Mathematics teachers’ “learning to notice” in the context of a video club (2007)The Action Research Planner (2013)Reflective Practitioner (2014)The Sociological Imagination (1959)Blaming the Victim (1971)A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry (1998)Levels in reflection: core reflection as a means to enhance professional growth (2005)Education and Power (2012)Informal and Incidental Learning (2001)Toward a Dynamic Learning Perspective of Entrepreneurship (2005)Reframing Professional Development Through Understanding Authentic Professional Learning (2009)Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education (2003)Constructing 21st-Century Teacher Education (2006)Culturally Relevant Pedagogy 2.0: a.k.a. the Remix (2014)In search of the essence of a good teacher: towards a more holistic approach in teacher education (2004)Redefining teaching, re‐imagining teacher education (2009)Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009)
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References

  • 1977Linking Ways of Knowing with Ways of Being Practical1,622 cited
  • 2001Linking Practice and Theory1,515 cited
  • 1996Reflective Teaching: An Introduction1,451 cited
  • 1987Teaching Student Teachers to Reflect1,192 cited
  • 2012Philosophy of Education1,116 cited
  • 2001Linking Practice and Theory: The Pedagogy of Realistic Teacher Education855 cited
  • 2002Capturing complexity: a typology of reflective practice for teacher education812 cited
  • 1993Using Experience For Learning767 cited
  • 1986Cultural Myths in the Making of a Teacher: Biography and Social Structure in Teacher Education582 cited
  • 2001Reflection in Higher Education: A Concept Analysis510 cited
  • 2001The teaching portfolio in US teacher education programs: what we know and what we need to know426 cited
  • 1996Developing Reflective Practice: Learning About Teaching And Learning Through Modelling422 cited
  • 2003Conceptualising Reflection In Teacher Development385 cited
  • 2001Anticipatory reflection while learning to teach: from a temporally truncated to a temporally distributed model of reflection in teacher education235 cited
  • 1987Meaningful and Meaningless Experience: Towards an Analysis of Learning From Life

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194 cited
  • 1993The reflective practitioner in teaching: Toward a research agenda177 cited
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    • 2015Reflective Practice: A Comparative Dimensional Analysis of the Concept in Nursing and Education Studies44 cited