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Technicism, reflective practice and authenticity in teacher education
16 references·1 citing·31 second hop
Technicism, reflective practice and authenticity in teacher education (1998)Technicism, reflective practice and authe…Being and Nothingness (2022)Being and NothingnessReflective Practitioner (2014)Reflective PractitionerThe Reflective Practitioner (2005)The Reflective PractitionerResearch on Teacher Thinking and Different Views of Reflective Practice in Teaching and Teacher Education (2005)Research on Teacher Thinking …Teachers' Lives And Careers (2002)Teachers' Lives And CareersThe Contribution of Action Research to Development in Social Endeavours: a position paper on action research methodology (1995)The Contribution of Action Re…The international encyclopedia of education (1994)The international encyclopedi…The Cambridge Companion to Heidegger (1993)The Cambridge Companion to He…Teacher Development and Educational Change (1993)Teacher Development and Educa…Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993)Beyond Cold Conceptual Change…Using Reflective Practice to Link Personal and Public Theories (1992)Using Reflective Practice to …Understanding Teacher Development (1992)Understanding Teacher Develop…Philosophy of science, cognitive psychology, and educational theory and practice (1992)Philosophy of science, cognit…Becoming Critical: Education, Knowledge, and Action Research (1988)Becoming Critical: Education,…Educating the reflective practitioner (1987)Educating the reflective prac…Education under Siege* (1986)Education under Siege*On Location/s: Seeking fieldwork sites for the study of society and environment within teacher education - an analysis of social constructs of place and space (2003)On Location/s: Seeking fieldw…The Structure of Scientific Revolutions (1963)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Development of Achievement Motivation (2007)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009)Personal History-Based Beliefs as Relevant Prior Knowledge in Course Work (1992)School reform and transitions in teacher professionalism and identity (2002)The New Lives of Teachers (2010)Chapter 8: Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)Designing Professional Development That Works. (2000)What Makes Professional Development Effective? (2003)Reflection in teacher education: Towards definition and implementation (1995)A Set of Principles for Conducting and Evaluating Interpretive Field Studies in Information Systems1 (1999)Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)A typology of school science models (2000)Mental models, conceptual models, and modelling (2000)Synthesis of discipline-based education research in physics (2014)The Presentation of Self in Everyday Life. (1956)Possessions and the Extended Self (1988)Know Thyself and Become What You Are: A Eudaimonic Approach to Psychological Well-Being (2006)Linking Practice and Theory: The Pedagogy of Realistic Teacher Education (2001)Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change (2005)PROFESSIONALISM, PROFESSIONALITY AND THE DEVELOPMENT OF EDUCATION PROFESSIONALS (2008)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)Evaluating Interpretive Inquiry: Reviewing the Validity Debate and Opening the Dialogue (2000)Scientific literacy: A conceptual overview (2000)What Schools Need to Know About Fostering School Belonging: a Meta-analysis (2016)A Dynamic Theory of Organizational Knowledge Creation (1994)
this work references cited by second hop

References

  • 1987Educating the reflective practitioner11,394 cited
  • 2014Reflective Practitioner8,325 cited
  • 1988Becoming Critical: Education, Knowledge, and Action Research3,449 cited
  • 2022Being and Nothingness2,929 cited
  • 1993Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change2,215 cited
  • 1994The international encyclopedia of education1,487 cited
  • 1992Understanding Teacher Development1,163 cited
  • 1993Teacher Development and Educational Change880 cited
  • 1992Philosophy of science, cognitive psychology, and educational theory and practice632 cited
  • 2002Teachers' Lives And Careers547 cited
  • 1993The Cambridge Companion to Heidegger522 cited
  • 1992Using Reflective Practice to Link Personal and Public Theories248 cited
  • 1986Education under Siege*243 cited
  • 1995The Contribution of Action Research to Development in Social Endeavours: a position paper on action research methodology231 cited
  • 2005Research on Teacher Thinking and Different Views of Reflective Practice in Teaching and Teacher Education201 cited

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2005
The Reflective Practitioner
177 cited

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  • 2003On Location/s: Seeking fieldwork sites for the study of society and environment within teacher education - an analysis of social constructs of place and space4 cited